Beyond the Lines: Forging an Educator's Blueprint for Education.

Autor/inn/en	Manzo, Anthony V.; und weitere
Titel	Beyond the Lines: Forging an Educator's Blueprint for Education.
Quelle	(1992), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Change; Educational Development; Educational Improvement; Educational Research; Elementary Secondary Education; School Restructuring + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsentwicklung; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Schulreformplan; Schulumwandlung
Abstract	The imperative for educational reform is more pressing now than ever, but change is slow and unsure. This paper offers a series of 11 proposals designed to demonstrate that educators can more fully participate in the structuring and forming (more than "reforming") of education. In summary, the proposals, each of which is fully described in the paper, are as follows: (1) educators should begin to construct their own blueprint for education; (2) educational research should conclude, not simply with a recommendation for additional research, but with short essays that put the conclusions into context; (3) all agencies able to fund educational research should put aside 50% of funds to be used to reward and verify effective treatment-based research; (4) an Annotation Exchange system should be established; (5) Information Processing Tribunals should provide unbiased summaries of facts accompanied by authoritative opinions and analyses; (6) a system of communication among organizations should be established so that each knows what the others do; (7) creativity should be rewarded commercially; (8) the public school system should be revamped; (9) schools of education should once again operate laboratory schools where teachers can be trained as well as conceptually prepared; (10) schools of education should be restructured to reflect their special functions; and (11) the issue of racial inequity and the withholding of opportunity that discrimination has caused should be settled through direct compensation to the persons who have suffered the discrimination. Educators must be willing to accept responsibility for reforming education, and to create the time, place, and ethos to permit it. (Contains 24 references.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC