Why so Many Structural Changes in Schools and so Little Reform in Teaching Practice?

Autor/in	Cuban, Larry
Titel	Why so Many Structural Changes in Schools and so Little Reform in Teaching Practice?
Quelle	In: Journal of Educational Administration, 51 (2013) 2, S.109-125 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578231311304661
Schlagwörter	Educational Change; Teaching Methods; Administrative Change; Curriculum Development; Educational Policy; Teacher Effectiveness; Public Schools; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Public school; Öffentliche Schule
Abstract	Purpose: The aim of this paper is to explain how errors in policymaking contribute to the minimal impact that structural, curricular and cultural changes have made on teaching practice in American schools. Design/methodology/approach: Drawing on the author's research legacy, the paper extends an historical analysis to explore and explain current dilemmas of change in schools and schooling. Findings: Over the last century, educational reforms have most often led to first order classroom change, represented by the development of hybrids of old and new teaching practices. Second order change at the classroom level has proven elusive. Factors at the policymaking level that explain the minimal impact on classroom practice include a misplaced trust in structural reform, an understanding of schools as complicated rather than complex systems, and the tendency not to distinguish teacher quality from the quality of teaching. Originality/value: The paper proposes that the lack of impact of reform on classroom practice is explained in large part by errors in assumptions and thinking that policymakers commit, a focus seldom explored in research. (Contains 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10