Change without Difference: School Restructuring in Historical Perspective

Goodman, Jesse

doi:10.17763/haer.65.1.9856723ur2648m35

Cited by 91 publications

(34 citation statements)

References 12 publications

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“…For teachers, as an example, "the most important new forms of commitment and competence" (p. 6) are clustered in the following themes: (a) depth of understanding and authentic learning, (b) success for all students, ( c) new roles for teachers, and (d) schools as caring communities. Similarly, other writers speak strongly to the need to look beyond what might be called "superficial reforms" (e.g., simply engaging in the act of moving from tracking to heterogeneous grouping) and address basic tenets, principles, and contexts that underlie reform and actually may lead to real school improvement (e.g., Goodman, 1995;Tyack & Tobin, 1994).…”

Section: School Reform and Teacher Education Reformmentioning

confidence: 99%

The Call for Collaboration in Teacher Education

Winn¹,

Blanton²

2017

Exceptional

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Neither general nor special education alone has either the capacity or the vision to challenge and change the deep-rooted assumptions that separate and track children and youths according to presumptions about ability, achievement, and eventual social contribution. Meaningful change will require nothing less than a joint effort to reinvent schools to be more accommodating to all dimensions of human diversity. (Ferguson, 1995, p. 285) As the number of students who are struggling in schools grows, the need for general and special education to come together to create the vision and capacity to educate all students becomes more and more pronounced. Collaboration by teachers is called for in the schools; likewise, it is called for in teacher education. General and special education teachers' traditional isolation from each other can be, and has been, a barrier to working collaboratively to reconceptualize schooling for all learners. This isolation can be seen as beginning with and perpetuated by parallel, noncollaborative teacher education programs. Collaboration between general and special education in teacher education programs-the dialogues, the examination of what should be taught, the rethinking of practicum experiences for teachers, the sharing of knowledge and expertise, the faculty modeling-all have high potential to support teachers' ability to work together for meaningful change.In this article, we first explore the call for collaboration in schools-challenges to practices traditionally associated with separate general and special education, and the major current response to these difficulties-inclusive schools and classrooms. Second, we explore the larger educational context in which these collaborations are situated. In the discussion of the context of collaboration in the schools and in higher education alike, we consider the role of reform, changes in standards and accountability, and expanded views of teaching and learning. Finally, we consider the challenges teacher educators face as they work together to develop and implement collaborative teacher education programs.

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Section: School Reform and Teacher Education Reformmentioning

confidence: 99%

The Call for Collaboration in Teacher Education

Winn¹,

Blanton²

2017

Exceptional

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“…Throughout the twentieth century, the 'grammar' of education-the 'regular structures and rules that organise the work of instruction'-has altered little (Tyack & Tobin, 1994, p. 454;Goodman, 1995). Schools remain resolutely Fordist in their architectures and procedures (Miller, 2003, p. 117;Leadbeater, 2004a).…”

Section: Introductionmentioning

confidence: 99%

Personalisation: the emerging ‘revised’ code of education?

Hartley

2007

Oxford Review of Education

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“…However, many researchers cogently point out that under the traditional teacher development model, it is difficult for teachers to improve professionally (Goodman, 1995).…”

Section: Introductionmentioning

confidence: 99%

Teacher Research: Uncovering Professional Identities and Trajectories of Teacher Researchers through Narrative Research—A Colombian Case

Ubaque¹,

Castañeda-Peña

2017

IES

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This work explores real-life experiences around research. Thinking of the English as a foreign language (EFL) teacher as an inquirer of the academic reality, the study presents accounts of professional identity as narrated in the life histories of three EFL teachers-researchers in a private but non-profit institution in Bogota, Colombia. This study sheds light on different institutional practices that, grounded on a community of practice, reinforce research as an inquiry process and as an opportunity for professional and institutional development. Additionally, the study also addresses issues of investment when teachers engage in this practice. The work concludes by reflecting that teachers' professional identities as researchers are composed of experiences that have an important effect on their teaching expertise. Thus, teachers tend to alter their identities based on the relationships they establish within the community and undergo changes when previous and current experiences are put together. It is suggested that teacher education should help teachers-to-be understand these dynamics.

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Change without Difference: School Restructuring in Historical Perspective

Cited by 91 publications

References 12 publications

The Call for Collaboration in Teacher Education

The Call for Collaboration in Teacher Education

Personalisation: the emerging ‘revised’ code of education?

Teacher Research: Uncovering Professional Identities and Trajectories of Teacher Researchers through Narrative Research—A Colombian Case

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