ERIC Number: EJ956206
Record Type: Journal
Publication Date: 2012-Mar
Reference Count: 6
The More Things Change, the More Things Stay the Same?
Spillane, James P.
Education and Urban Society, v44 n2 p123-127 Mar 2012
The articles included in this volume of "Education and Urban Society" inform the special issue theme that poses the question "Are We There Yet?" An examination of educational equity in the era of school reform and accountability. Despite two decades of dramatic shifts in educational reform and policy among states and local school districts pre- and post-No Child Left Behind (NCLB), people see that the more things have changed, the more things seem to have stayed the same. The very rich accounts from teachers in urban schools settings with low to average achievement illustrates that pedagogical practices have remained very much the same at the level of the classroom. Content may have changed in classrooms but teacher practice has not necessarily evolved. A consistent concern embedded within all studies is whether the problem with changing teacher and principal practice is about beliefs or about knowledge, and what is the relationship between the two? The author contends that if teachers or principals could imagine alternatives to their current practice, then they might be able to challenge their preexisting expectations.
Descriptors: Urban Schools, Equal Education, Federal Legislation, Educational Change, Teaching Methods, Educational Legislation, Accountability, Low Achievement, Educational Policy
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001