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This paper portrays and explores several aspects of this group's work as external change agents who have been involved in numerous comprehensive, school-based educational reform efforts in the USA. School-based reform is characterized by the fact that changes are primarily conceptualized, initiated, and acted upon by a particular school community rather than from other locations of power such as state or national government agencies. As such, it contributes to a small but significant body of knowledge concerning the nature and struggles Jesse Goodman received his Ph.D. in 1982 from the University of Wisconsin-Madison. He came to Indiana University in 1984 and is currently a professor in the School of Education, Co-director of a Master's level elementary teacher education program, and former Chair of the doctoral Curriculum Studies Program. In addition, Dr Goodman is one of three Co-Directors of the Harmony Education Center, an organization committed to democratic school reform. His scholarly interests include the relationship between education and democracy, issues of school reform, teacher education/socialization, and research methodology. He has had over thirty manuscripts on these topics published in a wide variety of scholarly journals and books, and he has received five national awards for distinguished research. His book Elementary Schooling for Critical Democracy draws heavily upon the works of John Dewey and was published in 1992 by the State University of New York Press. He is currently working on two books. The first concerns issues and efforts embedded in changing the culture and education of high poverty schools, and the second is a theoretical analysis of progressive social and educational thought in the United States. Dr Goodman may be contacted at

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