I Used to Think... and Now I Think...: Twenty Leading Educators Reflect on the Work of School Reform

Sonst. Personen	Elmore, Richard F. (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	I Used to Think... and Now I Think...: Twenty Leading Educators Reflect on the Work of School Reform
Quelle	(2011), (200 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9347-4286-0
Schlagwörter	Stellungnahme; School Restructuring; Democracy; Unions; Educational Change; Teacher Educators; Progressive Education; Faculty Development; Educational Assessment; Educational Policy; Inclusion; Expertise; Educational Improvement; Standards; Standardized Tests + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Demokratie; Bildungsreform; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Reformpädagogik; Progressive Erziehung; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Inklusion; Expert appraisal; Teaching improvement; Unterrichtsentwicklung; Standard; Standadised tests; Standardisierter Test
Abstract	This book's title, "I Used to Think... And Now I Think...", is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they've learned has changed their thinking. The resulting essays model the ongoing process of reflection and growth among those deeply committed to this work. In this compact volume, Richard F. Elmore invites leading educators at every level of school reform--teachers, administrators, policymakers, school founders, community organizers, union leaders, teacher educators--to share their intimate reflections on the personal experiences and intellectual journeys that have shaped their practice. This book contains the following essays: (1) Arguing for Theory (Jean Anyon); (2) "Metis" and the Metrics of Success (Ernesto J. Cortes Jr.); (3) Passion versus Purpose (Rudy Chew); (4) What Schools Can Do in a Democratic Society (Larry Cuban); (5) Policy Is the Problem, and Other Hard-Won Insights (Richard R. Elmore); (6) From Progressive Education to Educational Pluralism (Howard Gardner); (7) Five Years Is Not Enough (Beverly L. Hall); (8) Reflections on Inclusion (Thomas Hehir); (9) Ideas Have Sharper Edges than Real Phenomena (Jeffrey R. Henig); (10) You Say "Expert", I Say... Not so Much (Frederick M. Hess); (11) Hope in the Possible (Deborah Jewell-Sherman); (12) Rethinking Union's Roles in Education Reform (Brad Jupp); (13) Whoever Wanted a Standardized Child Anyway? (Dennis Littky); (14) Rethinking Trust (Deborah Meier); (15) "School Reform" Is Not Enough (Ron Miller); (16) Critical Hope, in Spite of It All (Sonia Nieto); (17) Turning Around on Turnarounds (Charles M. Payne); (18) Against the Grain (Larry Rosenstock); (19) High-Stakes Progressive Teacher Unionism (Mark Simon); and (20) Musings (Marshall S. Smith). An introduction by Richard F. Elmore is included. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://www.hepg.org/hep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10