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ERIC Number: EJ1042354
Record Type: Journal
Publication Date: 2014-Oct
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0013-1784
The Quest for Mastery
Johnson, Joseph F.; Uline, Cynthia L.; Perez, Lynne G.
Educational Leadership, v72 n2 p48-53 Oct 2014
What drives decisions about what gets taught, how, and to whom? In some districts, teachers base these decisions on the organization of textbooks, the timing of pacing charts, or lesson plans from prior years. Often, they base curricular decisions on content that needs to be "covered." In contrast, in many of the United States' highest-performing urban schools that we have observed, teachers are making textbooks, workbooks, curriculum guides, and pacing charts secondary considerations. Their purpose is to teach in a way that is driven primarily by a commitment to ensuring that all students master agreed-on essentials. This distinction is not merely philosophical or theoretical. It is grounded in everyday practices. Since 2005, the National Center for Urban School Transformation has identified and studied more than 90 urban schools that achieve impressive results. (See criteria.) These elementary, middle, and high schools do not use selective admission criteria, yet their achievement results exceed state averages. These schools boast high levels of achievement for every demographic of students they serve, including English language learners.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A