National Standards for American Education: A Symposium Participants

Lightfoot, Sara Lawrence; Bruner, Jerome S.; Meier, Deborah; Greene, Maxine; Noah, Harold J.; Crim, Alonzo A.; Moyers, Bill D.; Finn, Chester E.

doi:10.1177/016146818909100112

Cited by 3 publications

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“…James and Levin's definition does not hold true for charter schools or private education providers who manage schools for public districts. Michigan and Minnesota will fund a private organization, such as a university, to operate a charter school (Finn, 1996). Public schools also receive funding from private sources.…”

Section: Financementioning

confidence: 99%

Emerging Forms of School Organization

Rufo-Lignos¹,

Richards²

2003

Teachers College Record: The Voice of Scholarship in Education

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This article argues that new forms of school organization are emerging that do not fit the classical definitions of public and private schools. Three case study schools are used to explore the critical features of the public-private distinction in American schooling. We focus on the fuzzy boundary between schools that are clearly public and those that are clearly private. It is our contention that the shared characteristics between public and private schools are sufficiently stabilized to contain the ground for emerging forms of school organization that defy the public-private dichotomy.

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Section: Financementioning

confidence: 99%

Emerging Forms of School Organization

Rufo-Lignos¹,

Richards²

2003

Teachers College Record: The Voice of Scholarship in Education

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The Governance of Teacher Education and Systemic Reform

Gideonse

1993

Educational Policy

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Changing schools is hard work, has unpredictable results, and seems unlikely when directed from "the center. " Teacher education policy should rest on the meta-modeling of constructivist theory: It corresponds to developing understandings about learning; what has to be done has to be "learned" by those charged with implementation. "Loose coupling" is not, therefore, a deficiency that systemic reform should overcome so much as a desideratum for educators in highly idiosyncratic sites with changing particularities who must serve through means and for ends that are themselves warmly contested. Systemic reform for teacher education will come only through actions taken to enhance the professionalism of teaching as it is performed. ft must be driven by a national system of accreditation for teacher education. A comprehensive professional development effort for all teacher educators on standards development activities is recommended as is the outright rejection of inadequate routes to licensure and/or employment in teaching.

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Policy and Practice: An Overview

Cohen

Ball

1990

Educational Evaluation and Policy Analysis

171

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Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced?That is the question explored in this special issue.

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National Standards for American Education: A Symposium Participants

Cited by 3 publications

References 0 publications

Emerging Forms of School Organization

Emerging Forms of School Organization

The Governance of Teacher Education and Systemic Reform

Policy and Practice: An Overview

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