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ERIC Number: ED229476
Record Type: Non-Journal
Publication Date: 1979-Nov
Pages: 43
Abstractor: N/A
Reference Count: N/A
Reforming Schools by Working with Cognitive Frameworks. Documentation and Technical Assistance in Urban Schools.
Wilson, Stephen H.
This paper describes experiences of the Documentation and Technical Assistance Project (Chicago, Illinois) in helping schools to improve their problem solving capacities through the use of cognitive frameworks (shared meanings that people use to interpret their world). The paper discusses two projects that illustrate how shared frameworks have functioned in school problem solving: (1) New York City's Responsive Education Project, which sought to enhance school improvement by providing activities that would enable teachers to understand the concept that children can learn optimally if their environment is structured to promote learning; and (2) the San Andreas Cultural Continuity Project, which aimed to raise school staff and community consciousness concerning the concept that discontinuities exist between the culture of the schools and that of black children. As a point of contrast, the paper also describes the School Self Improvement Project in New York, which emphasized organizational development rather than cognitive frameworks as an approach for school improvement. It is suggested that technical assistance groups that seek to assist urban school staff in systematically using shared cognitive frameworks should: (1) be clear about the framework; (2) have credibility; (3) be easily available to schools; (4) encourage voluntarism and community participation; and (5) utilize planned techniques. (Author/MJL)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Nuffield Science Teaching Project, Winchester (England). Physical Science Course.
Authoring Institution: Center for New Schools, Inc., Chicago, IL.