Apply Deming's Methods to K-12 Curriculum and Improve Student Achievement

Autor/in	Kelly, Thomas F.
Titel	Apply Deming's Methods to K-12 Curriculum and Improve Student Achievement
Quelle	In: Forum on Public Policy Online, 2008 (2008) 2, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	Educational Quality; Educational Improvement; Elementary Secondary Education; Curriculum Development; Academic Achievement; Educational Change; Educational Assessment; Educational Legislation; Educational Policy; Systems Approach; Educational Practices; Instructional Systems; Language Proficiency; Ability Grouping; Reading Instruction; Mathematics Instruction; Individual Differences; Homework; Portfolios (Background Materials); Writing Instruction; Individualized Instruction; Class Size; Cost Effectiveness + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulleistung; Bildungsreform; Education; assessment; Bewertungssystem; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Systemischer Ansatz; Bildungspraxis; Unterrichtsorganisation; Language skill; Language skills; Sprachkompetenz; Homogene Gruppierung; Niveaugruppierung; Streaming; Leseunterricht; Mathematics lessons; Mathematikunterricht; Individueller Unterschied; Hausaufgabe; Schreibunterricht; Individualisierender Unterricht; Klassengröße; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken
Abstract	The United States has been engaged in school reform for three decades. The federal government as well as all fifty states have passed numerous versions of reform legislation to mandate and regulate the process. Educators have adjusted their practices to the policy created by this legislation. They have also allocated hundreds of billions of dollars to implement the mandated reforms. The effort has also involved literally tens of thousands of educators and millions of students. There have been countless assessments of the results of reform legislation. None deny that student achievement nationally is about where it was when reform started thirty years ago. What has not been done throughout the three decades is any assessment of the policies that have driven the reform movement. This article proposes use of the systems theory of W. Edwards Deming to assess the educational system and offer a new set of policies that can bring about dramatically improved student achievement. (As Provided).
Anmerkungen	Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01