Reflections on Editing "The Elementary School Journal" in an Era of Constant School Reform

Autor/in	Good, Thomas L.
Titel	Reflections on Editing "The Elementary School Journal" in an Era of Constant School Reform
Quelle	In: Elementary School Journal, 112 (2011) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/660681
Schlagwörter	Stellungnahme; Evidence; School Restructuring; Federal Legislation; Standardized Tests; Editing; Educational Change; Change Strategies; Performance Factors; Barriers; Academic Achievement; Program Effectiveness; Scholarship; Educational Research; Theory Practice Relationship; School Publications; Educational Improvement; Improvement Programs + Suchen Sie Ihr Suchwort? Evidenz; Schulreformplan; Schulumwandlung; Bundesrecht; Standadised tests; Standardisierter Test; Redaktion; Textbearbeitung; Bildungsreform; Lösungsstrategie; Leistungsindikator; Schulleistung; Scholarships; Stipendium; Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Schulzeitung; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung
Abstract	This article reflects on my 28-year tenure editing "The Elementary School Journal" ("ESJ"). During my tenure as editor, the educational system was in constant reform, from a Nation at Risk to No Child Left Behind. Considerable evidence suggests that these various reforms, which consumed vast resources, were not successful in raising the achievement of American students on standardized tests. As we move to a new reform era (A Race to the Top), I offer several reasons to explain past failures. Finally I advocate for the conceptualization of reform as a series of small, incremental wins. I believe that reform efforts have failed because they do not respect the wisdom of practice, do not build upon previous research, and ask too much of teachers too quickly. (Contains 1 note.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10