Transforming School Reform: Policies and Practices for Democratic Schools. NCREST Reprint Series.

Autor/inn/en	Darling-Hammond, Linda; und weitere
Institution	Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.
Titel	Transforming School Reform: Policies and Practices for Democratic Schools. NCREST Reprint Series.
Quelle	(1994), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Behaviorism; Constructivism (Learning); Educational Change; Educational History; Educational Philosophy; Educational Policy; Educational Principles; Educational Theories; Elementary Secondary Education; Nontraditional Education; School Restructuring + Suchen Sie Ihr Suchwort? Behaviourism; Behaviorismus; Bildungsreform; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Bildungsprinzip; Educational theory; Theory of education; Bildungstheorie; Non-traditional education; Alternative Erziehung; Schulreformplan; Schulumwandlung
Abstract	This document contains two articles that develop an argument for how schools must change to meet the demands of democracy; they also present a focused agenda for action. In the first article, "Reframing the School Reform Agenda: Developing Capacity for School Transformation," Linda Darling-Hammond describes how two different paradigms of teaching and learning are competing against each other for recognition and resources. Advocates of behaviorism and cultural transmission promote a view of learning that focuses on the mastery of facts and information and a view of teaching that reduces it to technical, managed work devoted to coverage of the curriculum. Educators on the other side of the debate, heirs to the tradition of John Dewey, view education as the construction of meaning and teaching as intellectual work aimed at uncovering knowledge. A strong case is made for adopting the constructivist model, proposing a vision of schools as communities of learners based on democratic discourse, supported by enabling policy, and grounded in learner-centered practice. In the second article, "Toward Democratic Practice in Schools: Key Understandings about Educational Change," Ann Lieberman, Diane Wood, and Beverly Falk present a brief history of educational change that connects the way people approach change with the way they view teaching and learning. Rather than advocating a single correct path to reform, the paper promotes the kind of "both/and" thinking advocated by Dewey and other progressives. It argues for an "organic view" of school reform that will support the development of learner-centered schools and lead to new understanding about how teachers and schools actually change. Teachers who work collegially are viewed as members of professional communities as the key element in successful educational change. The first and second articles contain 26 and 127 references, respectively. (LMI)
Anmerkungen	National Center for Restructuring Education, Schools, and Teaching, Box 110, Teachers College, Columbia University, New York, NY 10027 ($3).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01