ERIC Number: EJ896440
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Reference Count: N/A
Reform: To What End?
Educational Leadership, v67 n7 p6-11 Apr 2010
The author looks at school reform in light of his experiences documenting effective public education in classrooms across the United States. Observing in an inner-city 1st grade classroom, he sees a teacher who is knowledgeable, resourceful, and particularly effective with her students. He notes that none of the current high-profile reform ideas would explain or enhance her expertise. What motivates her is a complex mix of personal values and a drive for competence, which lead her to treat her students in certain ways and continue to improve her skills. School reform needs to capitalize on such motivators. The author suggests that we would do well to channel the financial and human resources spent on the vast machinery of high-stakes testing into a robust, widely distributed program of professional development, such as those offered by the National Science Foundation and the National Writing Project. Enriched, widely available professional development would substitute a human capital model of school reform for the current test-based technocratic one. In addition, any policy initiative needs to take into account these qualities of effective classrooms: safety, respect, student responsibility for learning, intellectual rigor, ongoing support, and concern for students' welfare.
Descriptors: Educational Change, Professional Development, Human Capital, Teacher Effectiveness, Classroom Environment
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Maryland