Consultation as a Technology and the Politics of School Reform.

Autor/inn/en	Fuchs, Douglas; Fuchs, Lynn S.
Institution	Vanderbilt Univ., Nashville, TN. Peabody Coll.
Titel	Consultation as a Technology and the Politics of School Reform.
Quelle	(1996), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Attitude Change; Consultation Programs; Decentralization; Decision Making; Definitions; Delivery Systems; Educational Change; Educational Technology; Elementary Secondary Education; Political Influences; Politics of Education; Research Utilization; Special Needs Students; Teacher Collaboration; Theory Practice Relationship; Trend Analysis + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Fachberatung; Decentralisation; Dezentralisierung; Decision-making; Entscheidungsfindung; Begriffsbestimmung; Auslieferung; Bildungsreform; Unterrichtsmedien; Political influence; Politischer Einfluss; Educational policy; Bildungspolitik; Forschungsumsetzung; Sonderpädagogischer Förderbedarf; Lehrerkooperation; Theorie-Praxis-Beziehung; Trendanalyse
Abstract	This paper proposes that consultation meets the definition of an educational technology and examines reasons why it has not been utilized more frequently by practitioners. First, it defines an educational technology and compares consultation to exemplars of educational technologies (such as classwide peer tutoring) and to non-exemplars (such as whole language). The occasional misuse of consultation is noted but its lack of use is especially emphasized. Well-known reasons for this lack (such as a tendency to place the difficult-to-teach students in special education) are considered, but the politics of school reform are seen as a major reason for consultation's research-to-practice gap, as it is out of step with current reformist thinking. Ways in which contemporary education reform clash with the technology perspective in general and with consultation in particular are discussed, including: (1) the perceived greater value of local knowledge (insiders) versus that of technology developers (outsiders); (2) bottom-up versus top-down decision making (with consultation seen as fostering bureaucratic complexity and centralization); (3) egalitarianism versus expertise; (4) collegiality versus isolation; (4) revolutionary change versus incremental change; and (5) subjective knowledge versus objective knowledge. School reformers and technology developers are urged to learn from each other and to differentiate between collaboration and consultation. (Contains 49 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC