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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 | |