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ERIC Number: EJ889140
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: ERIC
ISSN: ISSN-0148-432X
The Most Daring Education Reform of All
Senechal, Diana
American Educator, v34 n1 p4-16 Spr 2010
As long as there have been public schools, there have been reformers of public schools. All too often, they have insisted on sweeping changes; enamored of their bold, new idea, they haven't considered whether anything established ought to endure. The result? A century of faddish ideas, but little real progress. Among today's most vocal reformers are those calling for 21st-century skills throughout the K-12 curriculum. While a national discussion of how to increase students' skills is warranted, a rush to toss out traditional pedagogy and content is not. In this article, the author argues that to make changes thoughtfully--to keep the layers of past and present in everything reformers do--may be the most daring education reform of all. If reformers so dared, they could commit to the civic, individual, and economic goals of education, embrace the benefits of traditional and innovative pedagogy, and pair enduring content with important skills. (Contains 17 endnotes.)
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States