ERIC Number: EJ601760
Record Type: CIJE
Publication Date: 2000
Reference Count: 0
Linear or Nonlinear? A Metacognitive Analysis of Educational Assumptions and Reform Efforts.
Reilly, David H.
International Journal of Educational Management, v14 n1 p7-15 2000
Addresses the lack of success in educational reform efforts using metacognitive analysis of the basic linear assumption of most current reform efforts. Suggests a different nonlinear theoretical orientation and perspective for understanding reform efforts, and contrasts the two approaches in two examples of educational reform: learning/curriculum development and teacher preparation. (DB)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A