School Leadership in the 21st Century: Leading in the Age of Reform

Autor/in	Butler, Thomas A.
Titel	School Leadership in the 21st Century: Leading in the Age of Reform
Quelle	In: Peabody Journal of Education, 89 (2014) 5, S.593-602 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2014.956524
Schlagwörter	Educational Change; Academic Standards; State Standards; Curriculum Development; Rural Schools; Neoliberalism; Economics; Educational Policy; Efficiency; High Stakes Tests; Accountability; Teacher Effectiveness; Agriculture; Pennsylvania + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Neo-liberalism; Neoliberalismus; Volkswirtschaftslehre; Politics of education; Bildungspolitik; Effectiveness; Effektivität; Wirkungsgrad; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Landwirtschaft
Abstract	In an effort to increase student readiness for college and career, many States have adopted new academic standards encouraged by education reform advocates. These standards are commonly referred to as the Common Core Standards. Schools from States that have adopted the Common Core Standards have been compelled to significantly restructure their existing curriculum and adjust how they teach that curriculum. These requirements can be particularly onerous for rural schools. Neoliberalism is the underlying political philosophy undergirding these changes in the current school reform movement and is similar to the political philosophy that drove the changes in agricultural policies in the mid 20th century. Neoliberal political and economic philosophy as it correlates to education policy is buttressed by three values: (1) education fosters economic growth; (2) education policy modeled on efficiency and business practices; (3) high stakes testing to measure what a student has learned. These values have created an educational policy structure that attempts to quantify student learning, teacher effectiveness and school district value. By understanding the similarities between agricultural policies in the mid 20th century and current education policies, rural schools and communities will be able to change the narrative surrounding the education of their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10