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Series Editor's Preface | |
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Preface | |
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The Essential Questions about Educational Reform | |
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Defining Educational Reform | |
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Educational Reform, Change, and Progress | |
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The Political Context of Defining Reform | |
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Using a Post-Formal Method to Understand Educational Reform | |
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The Need for Educational Reform | |
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Arguments Supporting the Need for Reform--and Some Caveats | |
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Going Beyond Reform--School Choice and Deschooling | |
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Reform and the Purpose of Education | |
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Functional Purposes | |
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Philosophical Purposes | |
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The Importance of a Critical Approach | |
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The Sustainability of Educational Reform | |
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The Persistent Failure of Educational Reform | |
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Messy Problems and Educational Dilemmas | |
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The Need for Time to Fully Implement Reforms | |
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Reasons That Some Reforms Should Not Be Sustained | |
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When Do You Give Up on a Reform? | |
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Historical Responses to These Questions | |
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The History of Reform in American Education | |
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The Mid-1800s to 1900 | |
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The Late 1800s | |
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The Committee of Ten and the Humanist View of Curriculum | |
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The Child Study and Child Development Movement | |
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1900 to 1950 | |
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The Cardinal Principles of Secondary Education | |
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Vocational Education | |
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The Social Efficiency Movement | |
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Progressives, Social Reformers, Social Meliorists | |
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Essentialist Education Movement | |
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The Eight-Year Study and the Tyler Rationale | |
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Life Adjustment Education | |
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The 1950s | |
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Sputnik and a Return to Humanism | |
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James Conant and the Reform of the American High School | |
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The National Defense Education Act and the National Science Foundation | |
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Reform Outcomes and Patterns of the 1950s | |
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The Beginning of the Quest for Equity | |
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The 1960s and 1970s | |
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Striving for Equity in American Education | |
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The Elementary and Secondary Education Act and Compensatory Reform | |
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Continuing Federal Reform into the 1970s | |
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New Reforms, the Fate of Previous Reform, and the Critics of Education | |
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The 1980s and 1990s | |
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The Influence of Business in Educational Policy | |
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Compensatory Education | |
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Commission Reports and Reform Initiatives | |
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Restructuring, Educational Standards, and Accountability | |
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Outcomes of the Reforms of 1980 to the Present | |
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Chronology | |
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The Politics of Educational Reform | |
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Conservative, Liberal, and Radical perspectives on Education and Reform | |
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The Conservative View | |
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The Liberal View | |
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The Radical View | |
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The Culture Wars | |
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Market-Based Reform | |
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Total Quality Management | |
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The Influence of Business Consultants on Education | |
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The Privatization of Public Schools | |
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The Deeper Issues of the Privatization of Public Schools | |
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Channel One: Students as Consumers and Schools as New Markets | |
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School Choice and the Politics of Educational Reform | |
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Teacher Unions and the Politics of Educational Reform | |
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The Process of Educational Reform | |
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Initiating Educational Reform | |
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Implementing Educational Reform | |
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Implementation of Educational Reform by State Governments | |
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Implementation of Educational Reform by Universities | |
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Implementation of Educational Reform by Professional Organizations | |
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Implementation of Educational Reform through Professional Development in Schools | |
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Implementation of Educational Reform by Textbook Publishers | |
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The Influence of Mass Media on the Implementation of Educational Reform | |
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Two Basic Elements of the Reform Process--Conversation and Stakeholder Participation | |
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Conversation | |
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Participation | |
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The Dilemma of How to Deal with Change | |
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The Complexity of Educational Change | |
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Approaches to Educational Change | |
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Conclusion | |
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The Dilemma of Educational Research | |
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The Dueling Philosophies of Research Methodology | |
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The Purpose of Educational Research | |
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The Origins of Knowledge and Educational Decision Making | |
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The Current Condition of Educational Research | |
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The Current Condition As It Is Assessed | |
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Creating and Implementing Quality Research Standards | |
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Political Pressure on Educational Research | |
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The Inadequate Funding of Educational Research | |
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The Quandary of Quantitative and Qualitative Research | |
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Quantitative Research | |
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Qualitative Research | |
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The Contentious Relationship of Theory and Practice | |
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Defining the Relationship between Theory and Practice: Dewey and Thorndike | |
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Attempts to Recombine Theory and Practice | |
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Reform in Curriculum, Instruction, and Assessment | |
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Defining Curriculum | |
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The Differing Manifestations of Curriculum, Instruction, and Assessment | |
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Curriculum | |
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Instruction | |
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Assessment | |
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The Standards and Accountability Movement | |
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The Role of the Public in Education Reform | |
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Defining Community | |
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Public Understanding of and Participation in Educational Reform | |
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The Relationship between the School and the Public | |
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Public Involvement through Site-Based Reforms | |
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Public Involvement through School Choice | |
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Conclusion | |
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Resistance to Reform | |
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The Cultural Context of Resistance to Reform | |
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The Personal Context of Resistance to Reform | |
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Resistance and Accountability | |
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Selected Print and Nonprint Resources | |
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Print Resources | |
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Curriculum, Educational Change, and School Reform | |
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History of Education | |
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Reform in School Administration | |
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Nonprint Resources | |
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Glossary | |
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Index | |
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About the Author | |