Literaturnachweis - Detailanzeige
| Autor/in | Darling-Hammond, Linda |
|---|---|
| Titel | Reframing the School Reform Agenda: Developing Capacity for School Transformation. |
| Quelle | (1992), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Educational Change; Educational Improvement; Educational Policy; Educational Theories; Elementary Secondary Education; Models; School Restructuring |
| Abstract | Economic and demographic changes in the United States signal a new mission for education--one in which the schools are responsible for ensuring that all students learn. This paper argues that this changed mission requires a new paradigm for school reform policy, one that shifts from designing controls intended to direct the system to developing capacity that enables schools to meet students' needs. Contradictions between the old and new paradigms are evidenced in different educational policy assumptions and goals. The first paradigm views students as passive, favors top-down governance, and uses research to design one best plan. The new paradigm recognizes that effective teaching techniques vary for different students and produces knowledge with and for teachers. Recommendations are made for reframing the school reform agenda with regard to the following three components of an infrastructure necessary to support lasting change: professional, policy, and political development. A conclusion is that the new paradigm for school reform must seek to develop communities of learning grounded in communities of democratic discourse in order to create an education for empowerment and freedom. (24 references) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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