Untitled Document

Title:	*'There and not seen': E.B. Sargant and educationalreform, 1884-1905.*
Authors:	Gardner, Philip 1 pwg1000@cam.ac.uk
Source:	History of Education; Nov2004, Vol. 33 Issue 6, p609, 27p
Document Type:	Article
Subject Terms:	* EDUCATION * EDUCATIONAL change * EDUCATIONAL planning * ELEMENTARY schools * HISTORIANS
NAICS/Industry Codes:	61 Educational Services 6111 Elementary and Secondary Schools
People:	SARGANT, Edmund Beale
Abstract:	The article presents a discussion on Edmund Beale Sargant, who maintained a deep interest in popular education throughout his lifetime. If Sargant remains largely unknown to British *educational* historians, it is simply because his influence related to *educationalreform* was unimportant in the educational world of his own time. Sargant was neither an archetypal classroom practitioner, nor a career policy-maker. Sargant came to elementary school work not by training, family tradition, vocation or career ambition. For him, it was an educational** engagement that instead grew to represent a statement of deep ethical and moral conviction.
Author Affiliations:	1 Faculty of Education, University of Cambridge , 17 Trumpington Street, Cambridge CB2 1QA , UK .
ISSN:	0046-760X
DOI:	10.1080/0046760042000275494
Accession Number:	15531402
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Title:	Effects of Top-Down and Bottom-Up Elementary School Standards Reform in an Underperforming California District.
Authors:	Mason, Bryce 1 Mason, DeWayne A. 2 Mendez, Memo 2 Nelsen, Gregg 2 Orwig, Russ 2
Source:	Elementary School Journal; Mar2005, Vol. 105 Issue 4, p353, 24p
Document Type:	Article
Subject Terms:	* ECONOMETRICS * EDUCATION -- Curricula * EDUCATION -- Standards * EDUCATION, Elementary * EDUCATIONAL change * ELEMENTARY schools * MATHEMATICS * READING (Elementary) * SCHOOL children Study & teaching (Elementary)
Geographic Terms:	CALIFORNIA
NAICS/Industry Codes:	61 Educational Services 6111 Elementary and Secondary Schools
Abstract:	In this article we described how an underperforming school district used research and theory on curriculum, assessment, implementation, and school and classroom organization to develop and implement district standards and improve the achievement of elementary school students. Key reforms included teachers developing essential curriculum standards, standards-based criterion-referenced tests, and standards-based extended learning opportunities. Teachers rated the reform efforts positively and reported a high likelihood of implementation. Using California Department of Education data, we employed Econometric analyses to estimate program effects for the district's elementary school from 1999 to 2002. A difference-of-differences model estimated 10 of 16 positive and significant effects on grades 2 to 5 SAT9 scaled score mathematics achievement, ranging from .2σ to .7σ. The same model applied to reading scores showed 12 of 16 insignificant or negative grade-level effects. As predicted, however, second and third graders in 2002—those students who had 3 and 4 years of exposure to the program exclusively—experienced only positive (4 of 4) and mostly significant (3 of 4) reading and mathematics effects. Results may guide district administrators implementing standards or comprehensive school reforms. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Frederick S. Pardee RAND Graduate School 2 Jurupa Unified School District , Riverside , CA
ISSN:	0013-5984
Accession Number:	16574959
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Title:	The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts.
Authors:	Datnow, Amanda 1
Source:	Educational Administration Quarterly; Feb2005, Vol. 41 Issue 1, p121, 33p, 3 charts
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * EDUCATIONAL law & legislation * SCHOOL districts * SCHOOLS * STATE departments of education
Author-Supplied Keywords:	sustainability leadership accountability educational policy educational reform
NAICS/Industry Codes:	611 Educational Services
Abstract:	This article addresses the sustainability of comprehensive school reform (CSR) models in the face of turbulent district and state contexts. It draws on qualitative data gathered in a longitudinal case study of six CSR models implemented in 13 schools in one urban district. Why do reforms sustain in some schools and not in others? How do changing state and district contexts influence reform sustainability in schools? After 3 years, reform efforts ceased in 6 of the 13 schools studied; two other schools were still implementing reforms but at very low levels. Only 5 of the 13 schools continued to implement their CSR models with moderate to high levels of intensity. Findings show that changing district and state contexts affected the sustainability of CSR models in schools differently depending on each school's strategy for dealing with the *changes, as well as their local conditions, experiences with reform, and capacity. [ABSTRACT FROM AUTHOR*]
Author Affiliations:	1 Associate professor, Rossier School of Education, University of Southern California
ISSN:	0013-161X
DOI:	10.1177/0013161X04269578
Accession Number:	15958463
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Title:	Comprehensive School Reform in New Jersey : Waxing and Waning Support for Model Implementation.
Authors:	Erlichson, Bari Anhalt 1 bari@erlichson.net
Source:	Journal of Education for Students Placed at Risk; Jan2005, Vol. 10 Issue 1, p11, 22p
Document Type:	Article
Subject Terms:	* EDUCATION & state * EDUCATION -- Finance * EDUCATIONAL change * FINANCE * PUBLIC institutions * SCHOOLS
NAICS/Industry Codes:	92311 Administration of Education Programs 61 Educational Services 712 Museums, Historical Sites, and Similar Institutions 611 Educational Services
Abstract:	In 1998, the New Jersey Supreme Court ordered schools in 30 urban school districts to adopt comprehensive school reform (CSR) models as a part of the long-running Abbott v. Burke school finance case. Five years later, the Court would relax that mandate, resulting in a major education policy shift as the New Jersey Department of Education formally released many schools from the model requirement and did not enforce the mandate on others. This article describes New Jersey 's experience with CSR, the challenges to its implementation, and the circumstances that led to its near abandonment as a policy direction. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Bloustein School of Planning and Public Policy, Rutgers University .
ISSN:	1082-4669
DOI:	10.1207/s15327671espr1001_2
Accession Number:	15696894
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Title:	Commentary: The Changing but Underrealized Roles of State Education Agencies in School Reform.
Authors:	Mehan, Hugh 1 bmehan@ucsd.edu
Source:	Journal of Education for Students Placed at Risk; Jan2005, Vol. 10 Issue 1, p139, 6p
Document Type:	Article
Subject Terms:	* EDUCATION & state * EDUCATION -- Curricula * EDUCATIONAL change * ORGANIZATION * PUBLIC institutions * PUBLIC welfare
NAICS/Industry Codes:	92311 Administration of Education Programs 61 Educational Services 712 Museums, Historical Sites, and Similar Institutions 62 Health Care and Social Assistance
Abstract:	This article focuses on the roles of state education agencies (SEA) in school reform. A theory of action encompasses the beliefs and interconnected explanatory structures that underlie *educational* leaders' approaches to such important issues as instruction, curriculum, and the organization of schools especially as these concerns attempt to guide reforms. A theory of action states *educational* goals, articulates the relationship between the goals, describes strategies for attaining those goals, and provides justifications (or explanations) for why those strategies should produce the designated goals.
Author Affiliations:	1 Department of Sociology, University of California San Diego .
ISSN:	1082-4669
DOI:	10.1207/s15327671espr1001_7
Accession Number:	15696890
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Title:	The CIERA SchoolChange Framework: An evidence-based approach to professional development and school reading improvement.
Authors:	Taylor, Barbara M. 1 bmtaylor@umn.edu Pearson, P. David 2 ppearson@socrates.berkeley.edu Peterson, Debra S. 1 debra.s.peterson-2@umn.edu Rodriguez, Michael C. 1 mcrdz@umn.edu
Source:	Reading Research Quarterly; Jan-Mar2005, Vol. 40 Issue 1, p40, 30p, 18 charts
Document Type:	Article
Subject Terms:	* ACADEMIC achievement * EDUCATIONAL change * LITERACY programs * READING comprehension * EDUCATIONAL programs
Geographic Terms:	UNITED States
Abstract (English):	THE PURPOSE of this naturalistic experiment was to discover the operative elements of an evidence-based reform effort that accounted for growth in student achievement. The reform was implemented in 13 schools around the United States over the course of two years. The authors studied the impact of both school-level programmatic elements and classroom-level curricular and pedagogical practices. Evidence played a role in two distinct ways: (a) in the research base that staff members were encouraged to consult to shape their local reform efforts and (b) in the data they were provided at key points concerning their progress in shaping the schoolwide reading program, altering classroom teaching practices, and improving student scores on a range of outcome measures. Through HLM analyses of school-level and classroom-level variables, the authors found that success in implementing the reform explained a small but significant proportion of the between school variance in reading growth (as measured by comprehension and fluency scores) when looking across a given year, but it explained a substantial proportion of the between school variance in reading comprehension growth when looking across a two-year period. The teachers in the high-reform-effort schools used more research-based reading instruction practices than teachers in the low-reform-effort schools and made more *changes* in the direction of research-based practice. Differences between the high-reform-effort and low-reform-effort schools in implementing the various components of the school *change* framework are discussed in light of the broader research in school reform and national and state policies regarding school *change. [ABSTRACT FROM AUTHOR*]
Abstract (German):	DER SINN dieses naturalistischen Experimentes galt dem Entdecken der operativen Elemente einer evidenzbasierten Reformbemhung, die ber den Leistungszuwachs bei Schlern Rechenschaft ablegte. Die Reform wurde im Laufe von zwei Jahren in 13 Schulen quer durch die Vereinigten Staaten ausgefhrt. Die Autoren studierten jeweils die Auswirkung von programmatischen Elementen bezogen auf Schulebene und lehrplanerischen und pdagogischen Praktiken auf Klassenraumebene. Evidenz spielte eine Rolle auf zwei bestimmte Weisen: (a) in der wissenschaftlichen Untersuchungsgrundlage, welche die Mitarbeiter zu konsultieren ermutigt wurden, um ihre lokalen Reformbemhungen darauf abzustimmen, und (b) in den Daten, mit denen sie bei Schlsselpunkten ihrer Fortschritte bei der Gestaltung des schulweiten Leseprogrammes versorgt wurden, beim Verndern der Unterrichtspraktiken im Klassenraum und im Verbessern der Leistungsergebnisse der Schler im Rahmen einer Reihe von Ergebnisbemessungen. Durch HLM-Analysen von Variablen auf Schulebene und Klassenraumebene fanden die Autoren heraus, da der Erfolg beim Implementieren der Reform eine kleine, doch bedeutsame Proportion in der Variante der zwischenschulischen Verhltnisabweichung in der Lesesteigerung erklrte (gemessenen beim Bewerten von Verstndnis und Flssigkeit), wenn man dies quer durch das vorgegebene Jahr veranschaulicht; jedoch verdeutlichte sich ein krftiges Ansteigen bei der zwischenschulischen Variante im Zuwachs beim Leseverstndnis, wenn man einen Zwei Jahreszeitraum berblickt. Die Lehrer in den hochgradig auf Reform bestrebten Schulen nutzten hufiger wissenschaftlich basierte Praktiken des Leseunterrichts, als Lehrer in den geringer auf Reform bedachten Schulen und machten mehr nderungen in Richtung auf forschungsfundierte Praktiken. Unterschiede zwischen den hochbestrebten Reformschulen und geringen Reformbemhungsschulen in Anwendung und Ausfhrung der unterschiedlichen Komponenten der... [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	EL PROPSITO de este experimento naturalista fue descubrir los elementos operativos de una reforma basada en la evidencia que increment el desempeo de los estudiantes. La reformase implement en 13 escuelas de los EE. UU. en el curso de dos aos. Los autores estudiaron el impacto tanto de elementos programticos de las escuelas como de prcticas curriculares y pedaggicas en las aulas. La evidencia jug un doble papel: a) en el conjunto de investigaciones que los miembros del personal podan consultar para elaborar las reformas y b) en los datos que se les proporcionaron en ciertos momentos clave para que conocieran los progresos alcanzados en el diseo de programas de lectura, la innovacin de las prcticas de enseanza y el mejoramiento de las calificaciones de los estudiantes en un conjunto de medidas. Mediante anlisis HLM de variables en el nivel de la escuela y en el nivel del aula, los autores encontraron que el xito de la implementacin de la reforma explicaba una proporcin pequea pero significativa de la variancia entre escuelas en el mejoramiento en lectura (medido con pruebas de comprensin y fluidez) en el lapso de un ao determinado. En cambio, cuando se consider un perodo de dos aos, se hall que el xito de la reforma explic una proporcin sustancial de la variancia entre escuelas en el mejoramiento en lectura. Los docentes de las escuelas con alta dedicacin a la reforma usaron ms prcticas de lectura basadas en investigaciones que los docentes de las escuelas con poca dedicacin a la reforma e hicieron ms innovaciones incorporando prcticas con base en investigaciones. Las diferencias entre las escuelas con alta dedicacin a la reforma y aquellas con poca dedicacin a la reforma en la implementacin de los diversos componentes de la concepcin de innovacin escolar se discuten a la luz de investigaciones ms amplias acerca de la reforma educativa y las polticas nacionales y estatales referidas a la innovacin en la escuela. [ABSTRACT FROM AUTHOR]
Abstract (French):	CETTE EXPRIENCE de terrain avait pour objectif de dcouvrir les lments opratoires d'un effort de rforme valu rendant compte d'une amlioration de la russite scolaire. La rforme a t implante dans 13 coles des Etats-Unis au long de deux annes scolaires. Les auteurs ont tudi l'impact la fois d'lments de programme au niveau de l'cole et de pratiques relatives aux programmes et la pdagogie au niveau de la classe. L'valuation a indiqu deux voies diffrentes : a) l'une concerne la base de recherche que les membres des quipes ont t encourags consulter pour mettre en forme leurs efforts locaux de rforme et b) les donnes apparues aux moments-cl en ce qui concerne les progrs pour mettre en forme le programme de lecture au niveau de l'cole, pour modifier les pratiques d'enseignement dans les classes, et l'amlioration des rsultats des lves pour tout un ensemble de mesures d'effets. Les auteurs, au moyen d'analyses HLM de variables au niveau de l'cole et au niveau de la classe, ont trouv que le succs obtenu en implantant la rforme explique une petite mais significative partie de la variance intercoles des progrs en lecture (mesurs par la comprhension et la rapidit) quand on considre une anne donne, mais qu'il explique une partie importante de la variance intercoles dans l'amlioration de la comprhension en lecture quand on considre une priode de deux ans. Les enseignants faisant un effort important de rforme scolaire ont recouru davantage de pratiques d'enseignement de la lecture bases sur la recherche que les enseignants faisant un moindre effort de rforme et ont fait plus de changements dans la direction des pratiques bases sur la recherche. Les diffrences entre les coles faisant un effort important de rforme et celles faisant un faible effort de rforme pour implanter les diffrentes composantes de la structure de rforme scolaire sont discutes la lumire de la recherche plus large de la rforme de l'co... [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 University of Minnesota , Minneapolis , USA 2 University of California , Berkeley , USA
ISSN:	0034-0553
DOI:	10.1598/RRQ.40.1.3
Accession Number:	16337877
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Title:	Misdirected School Reform.
Authors:	Nemko, Marty mnemko@earthlink.net
Source:	Education Digest; Dec2004, Vol. 70 Issue 4, p39, 5p
Document Type:	Article
Subject Terms:	* EDUCATION -- Curricula * EDUCATIONAL change * LEARNING * SCHOOLS * STUDENTS * TEACHERS -- Training of
NAICS/Industry Codes:	61 Educational Services 611 Educational Services
Abstract:	Presents suggested school reform approaches that may help students learn and cope in school. Suggestions concerning teacher training; Curriculum improvement; Creation of a national curriculum.
Full Text Word Count:	1822
ISSN:	0013-127X
Accession Number:	15289694
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Title:	A Framework for Assessing the Impact of Education Reforms on School Capacity: Insights From Studies of High-Stakes Accountability Initiatives.
Authors:	Malen, Betty 1 Rice, Jennifer King 2
Source:	Educational Policy; Nov2004, Vol. 18 Issue 5, p631, 30p
Document Type:	Article
Subject Terms:	* AUTHORS * EDUCATIONAL accountability * EDUCATIONAL change * EDUCATIONAL innovations * LITERATURE * SCHOOLS
Author-Supplied Keywords:	high -stakes accountability school capacity
NAICS/Industry Codes:	61171 Educational Support Services
Abstract:	This article offers a framework for assessing how education policy initiatives may affect a school's capacity to improve its performance. Drawing on the theoretical literature regarding school capacity and case studies of high-stakes accountability policies, the authors develop and illustrate a framework that includes both a resource dimension and a productivity dimension. They argue that this dual dimensional construction of school capacity encourages a more complete exploration of the manner in which education reform policies might alter school capacity. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Professor, Department of Education Policy and Leadership, University of Maryland, College Park 2 Associate Professor, Department of Education Policy and Leadership and Codirector of the Center for Education Policy and Leadership, University of Maryland, College Park
ISSN:	0895-9048
DOI:	10.1177/089590480426890
Accession Number:	14753331
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Title:	Using School Reform Models to Improve Reading Achievement: A Longitudinal Study of Direct Instruction and Success For All in an Urban District .
Authors:	Ross, Steven M. 1 smross@memphis.edu Nunnery, John A. 2 Goldfeder, Elizabeth 1 McDonald, Aaron 1 Rachor, Robert 3 Hornbeck, Matthew 4 Fleischman, Steve 5
Source:	Journal of Education for Students Placed at Risk; 2004, Vol. 9 Issue 4, p357, 32p
Document Type:	Article
Subject Terms:	* ACADEMIC achievement * EDUCATION, Elementary * EDUCATIONAL change * READING * SCHOOL districts * SCHOOL management & organization * URBAN schools
NAICS/Industry Codes:	92311 Administration of Education Programs
Abstract:	This research examined the effectiveness in an urban school district of 2 of the most widely used Comprehensive School Reform (CSR) programs—Direct Instruction (DI), implemented in 9 district elementary schools, and Success for All (SFA), implemented in 2 elementary schools. In examining impacts on student achievement and school *change* outcomes (e.g., teacher buy-in, school climate), a mixed-method research design was employed, encompassing both quantitative and qualitative analyses. Student achievement results on the reading sections of the Ohio Proficiency Test and the Stanford Achievement Test showed that both DI and SFA schools performed comparably to other district schools after statistically adjusting for school and student variables. Qualitative measures indicated generally positive support for both models by teachers, principals, and parents. However, in the case of DI, findings indicated weaknesses in implementation due largely to uncertainties involving school versus district roles and inadequate training. Results are discussed with regard to the influences of contextual and implementation variables on judging CSR model effectiveness in general and for specific schools and districts. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Center for Research in *Educational* Policy, The University of Memphis 2 Department of *Educational* Leadership and Counseling, Old Dominion University 3 Toledo Public Schools 4 Hampstead Hill Elementary School, Baltimore, MD 5 American Institute for Research
ISSN:	1082-4669
Accession Number:	14593563
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Title:	Thinking In, Around, and About The Curriculum: the role of cognitive education.
Authors:	Haywood, H. Carl 1 carl.haywood@vanderbilt.edu
Source:	International Journal of Disability, Development & Education; Sep2004, Vol. 51 Issue 3, p231, 22p
Document Type:	Article
Subject Terms:	* EDUCATION * EDUCATION & state * EDUCATION -- Curricula * EDUCATIONAL change * EDUCATIONAL innovations * EDUCATIONAL sociology
NAICS/Industry Codes:	61 Educational Services 92311 Administration of Education Programs 61171 Educational Support Services
Abstract:	Although everybody agrees that education reform is needed, there is little agreement on the nature of the problems, and certainly not on the remedies; nevertheless, there is a central focus on curriculum issues. Three principal points are addressed in this paper: (a) new approaches in education are urgently needed, (b) new *educational* approaches require revised concepts of the nature and development of human abilities, and (c) those new concepts must lead inevitably to emphasis on the acquisition, growth, and application of systematic processes of logical thinking, which is to say, "cognitive" or "metacognitive" education. The author presents a "transactional perspective" on human abilities, with three principal components: intelligence, cognitive processes, and intrinsic motivation. Intelligence and cognitive processes differ with respect to their respective sources, their relative modifiability, their composition, methods of assessment, and the role of parents and teachers in their development. Individual differences in intrinsic motivation are associated with differences in learning effectiveness that are not accounted for by the other two components of the transactional model, which is transactional rather than merely interactive because the ability of any one of the three principal components to influence development of either or both of the other two *changes* with each effect of one upon another. Two programs of cognitive education, one for preschool children, the other for older children, adolescents, and adults, are described and data are presented showing that systematic classroom application of such programs by well trained teachers can lead to enhancement of cognitive development, intrinsic motivation, and even IQ. Further, relatively long-term evaluative studies demonstrate that there are positive and long-lasting effects of cognitive education on subsequent learning and school achievement. Figure 11. School achievement scores, grades 1 and 2, of... [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Vanderbilt University , Nashville , TN , USA
ISSN:	1034-912X
DOI:	10.1080/1034912042000259215
Accession Number:	14350190
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Title:	PROFESSIONAL DEVELOPMENT SCHOOLS REVISITED Reform, Authentic Partnerships, and New Visions.
Authors:	Leonard, Jacqueline 1 Lovelace-Taylor, Kay 1 Sanford-Deshields, Jayminn 1 Spearman, Patrick 1
Source:	Urban Education; Sep2004, Vol. 39 Issue 5, p561, 21p
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * LEARNING * STUDENTS * TEACHERS * UNIVERSITIES & colleges
Author-Supplied Keywords:	school reform urban schools professional development schools
NAICS/Industry Codes:	6113 Colleges, Universities, and Professional Schools
Abstract:	The Professional Development School (PDS) concept was developed by the Holmes Group (now known as the Holmes Partnership) in response to a national call for *educational* reform. More recent reform agendas question the effectiveness of the PDS model This article examines the *changes* that are occurring in the Temple University PDS in Philadelphia , where the state had taken over public schools. Temple University is serving as the manager of six schools. The resulting effect on both the professional development of teachers and student learning is uncertain. However, the challenges and opportunities to enhance the current PDS structure are promising. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Temple University
ISSN:	0042-0859
DOI:	10.1177/0042085904266968
Accession Number:	14320196
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Title:	Implications of One Comprehensive School Reform Model for Secondary School Students Underrepresented in Higher Education.
Authors:	Watt, Karen M. 1 watt@panam.edu Powell, Charles A. 2 Mendiola, Irma Doris 1
Source:	Journal of Education for Students Placed at Risk; Jul2004, Vol. 9 Issue 3, p241, 19p
Document Type:	Article
Subject Terms:	* ADVANCED placement programs (Education) * EDUCATION -- Research * EDUCATION, Secondary * EDUCATIONAL change * HIGH school students * HIGH schools
NAICS/Industry Codes:	61 Educational Services 6111 Elementary and Secondary Schools
Abstract:	This is a study of 10 high schools that implemented Advancement via Individual Determination (AVID) during the 1999-2000 academic year as a Comprehensive School Reform model. Student performance data were collected on 1.291 AVID students in these Texas schools. Researchers examined test scores, attendance rates, advanced course enrollment patterns, graduation plans, and school accountability ratings over a 3-year period. Findings indicate that all of the 10 AVID schools improved their accountability rating during the first 3 years of AVID implementation. In addition, AVID students outperformed their classmates on various standardized tests and attended school more often than their classmates. This study's finding also imply that Advanced Placement course enrollment in each of the AVID schools is increasing, and more underrepresented students are being prepared for college. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 University of Texas Pan American 2 University of Texas , Austin
ISSN:	1082-4669
Accession Number:	13726091
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Title:	USING ACHIEVEMENT GOAL THEORY TO TRANSLATE PSYCHOLOGICAL PRINCIPLES INTO PRACTICE IN THE SECONDARY CLASSROOM.
Authors:	Deemer, Sandra A. 1
Source:	American Secondary Education; Summer2004, Vol. 32 Issue 3, p4, 12p
Document Type:	Article
Subject Terms:	* CLASSROOM environment * EDUCATIONAL change * GOAL (Psychology) * MOTIVATION (Psychology) * PSYCHOLOGY * TEACHER-student relationships
Abstract:	As teachers begin to respond to *educational* reform efforts that stipulate the use of research-based practices in the classroom and translate them into feasible everyday approaches in the secondary classroom, many have turned to the field of *educational* psychology for guidance. This article uses *educational* psychology research on achievement goal theory and the TARGET conceptual framework, originally proposed by Ames (1992) and Epstein (1988), to model how research in these areas can help teachers create classroom environments that are focused on meaningful learning. By briefly considering the relevant research and the examples that illustrate the application of the research, teachers should be able to create learning environments that focus on mastery goals. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Assistant Professor, *Educational* Foundations, Millersville University in Millersville , Pennsylvania .
ISSN:	0003-1003
Accession Number:	13991391
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Title:	Improving Schools in Socioeconomically Disadvantaged Areas - A Review of Research Evidence.
Authors:	Muijs, Daniel 1 r.d.Muijs@warwick.ac.uk Harris, Alma 1 Chapman, Christopher 1 Stoll, Louise 2 Russ, Jennifer 2
Source:	School Effectiveness & School Improvement; Jun2004, Vol. 15 Issue 2, p149, 27p
Document Type:	Article
Subject Terms:	* EDUCATION * EDUCATIONAL change * EDUCATIONAL planning * SCHOOL improvement programs * SCHOOL management & organization * SCHOOLS
NAICS/Industry Codes:	61 Educational Services 92311 Administration of Education Programs 611 Educational Services
Abstract:	Schools in difficult and challenging circumstances have received increasing policy and to some extent research attention in recent years, improving schools in these circumstances is likely to prove a difficult process. This literature review has attempted to collect research on improving schools in these areas. Themes emerging from the literature include: a focus on teaching and learning, leadership, creating an information-rich environment, creating a positive school culture, building a learning community, continuous professional development, involving parents, external support and resources. The crucial issue of sustaining improvement is also discussed. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 University of Warwick , Coventry , UK 2 University of Bath , UK
ISSN:	0924-3453
Accession Number:	13503648
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Title:	Comprehensive School Reform.
Authors:	Desimone, Laura 1 Payne, Brandyn 1 Fedoravicius, Nicole 2 Henrich, Christopher C. 3 Finn-Stevenson, Matia 1
Source:	Elementary School Journal; May2004, Vol. 104 Issue 5, p369, 21p, 2 charts
Document Type:	Article
Subject Terms:	* EDUCATION, Preschool * EDUCATIONAL change * EDUCATIONAL innovations * ELEMENTARY schools * FOCUSED group interviewing * KINDERGARTEN teachers * PRESCHOOL teachers * SCHOOL management & organization
NAICS/Industry Codes:	61171 Educational Support Services 6111 Elementary and Secondary Schools 92311 Administration of Education Programs
Abstract:	In this article we describe research in which we used focus group data to study the implementation of preschool programs in elementary schools. 20 preschool teachers, 22 kindergarten teachers, and 53 parents from 10 schools in 5 states participated in the focus groups. These data, collected in the spring of 2001, were part of a 3-year multisite study of a comprehensive school reform program, the School of the 21st Century. Participants reported that implementation benefits included opportunities for preschool and elementary teachers to collaborate on and to coordinate curriculum and the needs of individual students, improved transitions to kindergarten for preschool students and their parents, and increased and sustained parent involvement. Reported implementation challenges included negotiating the use of classrooms, conflict in the sharing of resources such as the library and playground, building an understanding and respect for preschool education on the part of elementary school teachers, dealing with salary inequities between preschool and elementary teachers, and protecting preschool from the negative aspects of the accountability environment. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Vanderbilt University 2 Yale University 3 Georgia State University
ISSN:	0013-5984
Accession Number:	13219407
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Title:	*Multiple Intelligences, Educational* Reform, and a Successful Career.**
Authors:	Wu-Tien Wu 1
Source:	Teachers College Record; Jan2004, Vol. 106 Issue 1, p181, 12p, 4 charts, 2 diagrams
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * EDUCATIONAL planning * INTELLECT * TEACHING * MULTIPLE intelligences
Abstract:	This article addresses the meaning and application of multiple intelligences theory in Taiwan in the light of *educational* reform. Specifically, a 4-year joint research project (1999–2003) titled “The Development of Multiple Talents (DMT),” sponsored by the National Science Council, R.O.C. ( Taiwan ), will be introduced. A 3-dimensional construct is proposed for the DMT: form of talents (10 forms, mainly based on Gardner 's theory of multiple intelligences), function of talents (three functions, based on Sternberg's conception of successful intelligence), and developmental stage (four stages, from preschool to senior high). This article highlights some of the research findings. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 National Taiwan Normal University
ISSN:	0161-4681
DOI:	10.1111/j.1467-9620.2004.00327.x
Accession Number:	11853746
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Title:	Education and Knowledge, Not "Standards and Accountability": A Critique of Reform Rhetoric Through the Ideas of Dewey, Bagley, and Schwab.
Authors:	Null, J. Wesley 1
Source:	Educational Studies; Winter2003, Vol. 34 Issue 4, p397, 17p
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * KNOWLEDGE, Theory of * TEACHERS -- Training of
People:	DEWEY, John SCHWAB, Joseph BAGLEY, William C.
Abstract:	In this article I argue three points. First, I seek to establish the point that the view of knowledge that prevails in most of today's popular school reforms rhetoric is deeply insufficient. Second, I agree that each of the thinkers considered in this article-John Dewey, William C. Bagley, and Joseph Schwab-put forth a more legitimate epistemology than that which is being produced by "standard and accountability" advocates. Third, to address this problem. I argue that programs that educate teachers should revitalize social foundations courses, which both respect the vocation of teaching as well as provide preservice and practicing teachers with a rich understanding of the nature of knowledge. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Baylor University
ISSN:	0013-1946
Accession Number:	12280654
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Title:	*Media/ting change: the print media's role in mediating education policy in a period of radical reform in* Victoria , Australia .
Authors:	Blackmore, Jill 1 jillb@deakin.edu.au Thorpe, Stephen 2 thorpe@griffith.edu.au
Source:	Journal of Education Policy; Nov/Dec2003, Vol. 18 Issue 6, p577, 19p
Document Type:	Article
Subject Terms:	* EDUCATION & state * EDUCATIONAL change * SCHOOL management & organization * MASS media & education * GOVERNMENT policy
Geographic Terms:	VICTORIA
NAICS/Industry Codes:	92311 Administration of Education Programs
Abstract:	This paper draws upon critical discourse analysis, cultural studies and communication theory, studies on media and *educational* reform, and the work of Bernstein, Bourdieu and Luhmann in particular, to explore how the print and media 'mediated' a period of *educationalchange*** marked by moves to self-management in schools in Victoria, Australia. It considers how the media was mobilized by various education stakeholders, and in turn informed relations between schools and government, through policy discourses and texts. It considers why and how particular themes became media 'issues', how schools and teachers responded to these issues, and how the media was used by various stakeholders in education to shape policy debates. It is based on a year-long qualitative study that explored critical incidents and representations about education in the print media over a year in the daily press. It illustrates the ways in which a neo-liberal Victorian government mobilized the media to gain strategic advantage to promote radical education reform policies, considers the media effects of this media/tion process on schools and teachers, and conceptualizes how school and system performance is fed from and into media representations, public perceptions and community understandings of schools and teachers' work. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 Deakin University, Pigdons Road, Geelong, Victoria 3217, Australia 2 Griffith University, School of Education and Professional Studies, Gold Coast Campus Griffith University PMB 50 Gold Coast Mail Centre, Queensland 9726 Australia
ISSN:	0268-0939
Accession Number:	11985463
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Title:	Comprehensive School Reform.
Authors:	Little, Mary E. Houston, Debby
Source:	Journal of Disability Policy Studies; Summer2003, Vol. 14 Issue 1, p54, 9p, 5 diagrams
Document Type:	Article
Subject Terms:	* EDUCATION & state * EDUCATIONAL change * EDUCATIONAL planning * INSTRUCTIONAL systems
Geographic Terms:	FLORIDA UNITED States
NAICS/Industry Codes:	92311 Administration of Education Programs
Abstract:	Describes a conceptual framework and implementation activities that the state of Florida used to ensure that quality, research-based instructional practices were implemented within the schools in the state. Theories that explain the lack of impact of school reforms; Components of school reform; Shift in the role of state agency in education reform; Reform model for work design, organization and governance of schools within the state.
ISSN:	1044-2073
Accession Number:	9880534
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Title:	Schoolyard Revolutions: How Research on Urban School Reform Undermines Reform.
Authors:	Viteritti, Joseph P. 1,2
Source:	Political Science Quarterly; Summer2003, Vol. 118 Issue 2, p233, 25p
Document Type:	Article
Subject Terms:	* EDUCATION -- United States * EDUCATIONAL change * PUBLIC schools
Geographic Terms:	UNITED States
NAICS/Industry Codes:	61 Educational Services
Abstract:	Presents a critical analysis of various researches on school reforms and on the failure of public education in the U.S. as of June 2003. Failure of the political system to produce structural and policy *changes* needed to make urban schools responsive to needs of students; Conflict in motives of professional administrators of the school and parents of students; Analysis of a report on voucher and charter schools for a free market, released by a group of economist from RAND, an organization involved in the research and development work on federal policies.
Author Affiliations:	1 Visiting professor in the Department of Politics at Princeton University 2 A senior adviser to school superintendents in New York , Boston , and San Francisco
Full Text Word Count:	11678
ISSN:	0032-3195
Accession Number:	10597833
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Title:	Secondary Career and Technical Education and Comprehensive Reform: Implications for Research and Practice.
Authors:	Castellano, Marisa Stringfield, Sam Stone III, James R.
Source:	Review of Educational Research; Summer2003, Vol. 73 Issue 2, p231, 41p, 1 chart
Document Type:	Article
Subject Terms:	* EDUCATION, Secondary * EDUCATIONAL change * TECHNICAL education * VOCATIONAL education
Geographic Terms:	UNITED States
NAICS/Industry Codes:	6111 Elementary and Secondary Schools 61151 Technical and Trade Schools
Abstract:	Examines research on the effects of career and technical education (CTE) reform efforts and on efforts that meld CTE with comprehensive secondary school reforms in the U.S. Method used; Historical background on secondary school reform; Overview of legislative-driven CTE; Summary of CTE reform strategies.
ISSN:	0034-6543
Accession Number:	10676215
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Title:	*A Framework for the Redesign of K-12 Education in the Context of Current EducationalReform.*
Authors:	McCombs, Barbara L.
Source:	Theory Into Practice; Spring2003, Vol. 42 Issue 2, p93, 9p
Document Type:	Article
Subject Terms:	* EDUCATION * EDUCATIONAL change * EDUCATIONAL planning * LEARNING * TEACHING
NAICS/Industry Codes:	61 Educational Services
Abstract:	Presents a summary of the historical context for the development of the Learner-Centered Psychological Principles and teaching practices in *educationalreform***. Factors that influence learning; Implications for learner-centered teaching; Models of learner-centered teaching at the classroom and school levels.
Full Text Word Count:	5435
ISSN:	0040-5841
Accession Number:	9923514
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Title:	*Integrating findings from surveys and case studies: examples from a study of standards-based educationalreform.*
Authors:	Stecher, Brian Borko, Hilda
Source:	Journal of Education Policy; Oct2002, Vol. 17 Issue 5, p547, 23p
Document Type:	Article
Subject Terms:	* EDUCATION -- Research * EDUCATIONAL change
NAICS/Industry Codes:	61 Educational Services
Abstract:	Researchers are increasingly using multiple research methods when studying large-scale school *reforms, and the literature contains limited guidance about how to do this well. Over the past five years, the authors combined state-wide teacher surveys and exemplary school case studies to examine the impact of standards-based educationalreforms* in Kentucky and Washington . This paper uses examples from the study of the effects of the Washington education reform** to explore how these methods can be used in complementary ways. It describes some of the benefits and shortcomings of the attempt to use both methods and makes recommendations for more effective integration of case study and survey methods in the future. [ABSTRACT FROM AUTHOR]
ISSN:	0268-0939
DOI:	10.1080/02680930210158311
Accession Number:	8588044
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Title:	*Using an Iterative Model to Conceptualize, Pilot Test, and Validate Scores From an Instrument Measuring Teacher Readiness for EducationalReforms.*
Authors:	Chatterji, Madhabi Sentovich, Christina Ferron, John Rendina-Gobioff, Gianna
Source:	Educational & Psychological Measurement; Jun2002, Vol. 62 Issue 3, p444, 22p
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * SET (Psychology) * TEACHERS
Abstract:	Scores from the Teacher Readiness for *EducationalReforms*** (TRER) instrument were validated using a six-phase, iterative model. Initial conceptualization, content validation, and pilot testing yielded a 61-item instrument with seven subdomains (Phases 1-4). Exploratory work (Phase 5) using principal axis factor extraction supported a five-factor structure (Data Set 1, n = 393). Further exploration with a five-factor free-path model and a more constrained structural model yielded satisfactory fit values (Bentler's comparative fit indexes of .94 and .93, respectively). Deletion or collapsing of items in Phase 5 yielded a refined TRER with 43 items. Confirmatory work (Phase 6) with a new data set (n = 392) showed little slippage in fit. Cronbach's alpha values ranged from .78 to .96 in final subdomain scores. [ABSTRACT FROM AUTHOR]
ISSN:	0013-1644
Accession Number:	6806938
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Title:	*The Importance and Difficulty of Disciplined Adherence to the EducationalReform* Model.**
Authors:	Berkeley, Muriel
Source:	Journal of Education for Students Placed at Risk; Mar2002, Vol. 7 Issue 2, p221, 19p, 3 charts
Document Type:	Article
Subject Terms:	* ACADEMIC achievement * DIRECT instruction
Abstract:	Examines effective methods identified by *educational* research for raising student achievement. Features of direct instruction (DI); Principles in DI schools; Hindrance to academic success of the students.
ISSN:	1082-4669
Accession Number:	6264001
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Title:	*Teacher's 'space of change' in educationalreforms: a model for analysis applied to a recent reform* in Portgual.**
Authors:	Neves, Isabel P. Morais, Ana M.
Source:	Journal of Curriculum Studies; Jul2001, Vol. 33 Issue 4, p451, 26p, 3 diagrams, 8 graphs
Document Type:	Article
Subject Terms:	* EDUCATION & state * EDUCATIONAL change
Geographic Terms:	PORTUGAL
NAICS/Industry Codes:	92311 Administration of Education Programs
Abstract:	The 'space of change' given to teachers in the current *reform* of education in Portugal, i.e. the degree of control which is given by the Ministry of Education to teachers in implementing syllabuses in the classroom, is analysed here using Bernstein's theory of pedagogic discourse. The findings show a change at the level of the teacher-Ministry of Education relationship in the present *reform, which translates into an increasing control by the Ministry in respect of syllabus implementation together with a form of communication based on relationships of a more interpersonal nature. [ABSTRACT FROM AUTHOR*]
ISSN:	0022-0272
DOI:	10.1080/00220270010011211
Accession Number:	4974939
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Title:	*Educational*reform in seventeenth-century England and John Wilkins' philosophical language.
Authors:	Subbiondo, J.L.
Source:	Language & Communication; Jul2001, Vol. 21 Issue 3, p273, 12p
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * LANGUAGE & languages -- Philosophy
Geographic Terms:	GREAT Britain
People:	WILKINS, John
Abstract:	Presents the *educationalreform* in 17th century England and advocate John Wilkin's philosophical language. Method of construction of the philosophical language; Non-inclusion of Wilkin's philosophical language in the studies of 17th century educationalreform; Role of the philosophical language in educationalreform**.
ISSN:	0271-5309
Accession Number:	4946261
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Title:	*Content-Based Collaborative Inquiry: A Professional Development Model for Sustaining EducationalReform.*
Authors:	Zech, Linda K. 1 Gause-Vega, Cynthia L. 1 Bray, Melinda H. 1 Secules, Teresa 1 Goldman, Susan R. 1
Source:	Educational Psychologist; Summer2000, Vol. 35 Issue 3, p207, 11p, 1 diagram
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * INQUIRY (Theory of knowledge)
Abstract:	In this article, we describe our professional development model, Content-Based Collaborative Inquiry (CBCI). The purpose of the CBCI model is to engage educators in inquiring and constructing their own knowledge as they focus on both student understanding in specific content areas and their own learning processes. We first explain the empirical foundations of CBCI. Through 3 cases we illustrate how content knowledge is developed via collaborative inquiry, originating in teachers' classrooms, and expanding to create and sustain collaborative communities of inquiry in the multiple contexts where educators work. We conclude by discussing challenges and continuing issues for efforts to support lifelong teacher learning and *educationalreform**. [ABSTRACT FROM AUTHOR*]
Author Affiliations:	1 Learning Technology Center , Vanderbilt University
Full Text Word Count:	8586
ISSN:	0046-1520
Accession Number:	4702899
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Title:	*Context and interaction. How to assess Dewey's influence on educationalreform* in Europe** ?
Authors:	Biesta, Gert J.J. Miedema, Siebren
Source:	Studies in Philosophy & Education; Mar2000, Vol. 19 Issue 1/2, p21, 17p
Document Type:	Article
Subject Terms:	* EDUCATION -- History * EDUCATIONAL change
Geographic Terms:	EUROPE
NAICS/Industry Codes:	61 Educational Services
People:	DEWEY, John
Abstract:	Examines influences of John Dewey on the renewal of European education in the twentieth century. Case studies from the history of 20th Dutch education depicting Deweyan ideas and practices; Role of Deweyan ideas and practices in the development of Dutch education; Reasons for the discontinuance of Deweyan ideas and practices in the Dutch education.
ISSN:	0039-3746
Accession Number:	3139400
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Title:	*Educational*reform through an ethic of performativity: Introducing the special issue.
Authors:	Stone, Lynda
Source:	Studies in Philosophy & Education; 1999, Vol. 18 Issue 5, p299, 9p
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * PERFORMATIVE (Philosophy) * POSTMODERNISM & education * POSTSTRUCTURALISM
Abstract:	Highlights ethic as a basic feature of poststructuralist theories of education. Philosophies of education; Relation of performance and performativity; Postmodern performativity.
ISSN:	0039-3746
Accession Number:	2778065
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Title:	*The impact of ‘Project 2000’ educationalreforms* on the occupational socialization of nurses: an exploratory study.**
Authors:	Philpin, Susan M. Philpin
Source:	Journal of Advanced Nursing; Jun99, Vol. 29 Issue 6, p1326, 6p
Document Type:	Article
Subject Terms:	* NURSING * SOCIALIZATION
Author-Supplied Keywords:	grounded theory nursing culture occupational socialization Project 2000 theory–practice gap
Abstract:	The impact of ‘Project 2000’ *educationalreforms* on the occupational socialization of nurses: an exploratory study There is much in both nursing and sociological literature concerning the socialization of students into health care professions. In the case of nursing, concern has been expressed at the disparity between the values espoused by the educational establishment and those in the clinical areas. This study aimed to explore the changes in nursing occupational socialization since the implementation of recent educationalreforms. Ethical approval was obtained from the local Research and Ethics Committee. The sample (n = 18) was drawn from qualified nurses working in a range of departments within three Welsh hospitals, half had undergone traditional training and half had received Project 2000 education. Data collection and analysis techniques were based on a grounded theory approach; this approach was deemed appropriate in that it allows the possibility of developing fresh perspectives on the subject without being too constrained by earlier studies. A strongly emerging theme from the data was that the nature of nursing socialization was related to the work contexts in which it was experienced; in particular respondents offered sharply contrasting accounts of nursing culture in ‘acute’ and ‘chronic’ areas of health work. The process of socialization was found to be harsher in acute areas with numerous instances of negative sanctions used to ensure compliance to ward culture, whilst in chronic areas occupational socialization was a more satisfactory process and nurses experienced less dissonance between ward and educational** establishments. The size of this study mitigates against any firm conclusions; however, the early indications suggest that it would be a fruitful area for further research with a wider sample group drawn from diverse areas. This exploratory study suggests that the location of nursing work, in terms... [ABSTRACT FROM AUTHOR]
Full Text Word Count:	3823
ISSN:	0309-2402
DOI:	10.1046/j.1365-2648.1999.01019.x
Accession Number:	5866860
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Title:	*Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational* Reform.**
Authors:	Apple, Michael W. 1
Source:	Educational Policy; Jan-Mar2004, Vol. 18 Issue 1, p12, 33p
Document Type:	Article
Subject Terms:	* CHANGE * CONSERVATISM * EDUCATION & state * EDUCATIONAL change * IDEOLOGY * LIBERALISM
Author-Supplied Keywords:	markets standards national curriculum national testing educational reform
NAICS/Industry Codes:	92311 Administration of Education Programs
Abstract:	This article raises questions about current *educational* reform efforts now underway in a number of nations. Research from a number of countries is used to document some of the hidden differential effects of two connected strategies -- neo-liberal inspired market proposals and neo-liberal, neo-conservative, and middle class managerial inspired regulatory proposals, including national curricula and national testing. This ankle describes how different interests with different *educational* and social visions compete for dominion in the social field of power surrounding *educational* policy and practice. In the process, it documents some of the complexities and imbalances in this field of power These complexities and imbalances result in "thin" rather than "thick" morality and tend toward the reproduction of both dominant pedagogical and curricular forms and ideologies and the social privileges that accompany them. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 John Bascom Professor of Curriculum and Instruction and *Educational* Policy Studies at the University of Wisconsin-Madison.
ISSN:	0895-9048
Accession Number:	12224063
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Title:	*Is There Any Change in Science EducationalReforms? A sociological study of theories of instruction.*
Authors:	Morais, Ana M. 1 Neves, Isabel P. 1 Fontinhas, Fernanda 1
Source:	British Journal of Sociology of Education; Mar1999, Vol. 20 Issue 1, p37, 17p, 2 diagrams, 4 graphs
Document Type:	Article
Subject Terms:	* EDUCATION * EDUCATIONAL change * TEACHER-student relationships * TEACHING
Geographic Terms:	GREAT Britain
NAICS/Industry Codes:	61 Educational Services
Abstract:	This study analyzes the theory of instruction legitimized by the Ministry of Education in the present *reform* (1991) by comparison with the previous *reform* (1975), in order to find out possible changes in the teacher-student relation. The study is focused on the syllabuses of the discipline of Natural Sciences of Years 5/6 and 7, and is theoretically based on Bernstein's theory of pedagogic discourse. The results showed that there are differences between the 1975 and the 1991 *reforms, which reveal a change from a more self-regulative theory of instruction to a mixed theory of instruction. This is particularly evident for Years 5/6 of schooling. [ABSTRACT FROM AUTHOR*]
Author Affiliations:	1 School of Sciences University of Lisbon , Portugal
Full Text Word Count:	8432
ISSN:	0142-5692
DOI:	10.1080/01425699995489
Accession Number:	1767774
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Title:	*Western science and educationalreform* in the thought of Shaykh Rifaa Al-Tahtawi.**
Authors:	Livingston, John W.
Source:	International Journal of Middle East Studies; Nov96, Vol. 28 Issue 4, p543, 22p
Document Type:	Article
Subject Terms:	* ISLAMIC education
People:	AL-Tahtawi, Rifaa
Abstract:	Analyzes Shaykh Rifaa Al-Tahtawi Tahtawi's ambivalent position on Western science from his journey to Paris , France to his death. Arguments regarding the acceptability of Western science in Islamic education; Reservations about Western science's acceptability in Islamic education; Views on the integration of science and religion.
ISSN:	0020-7438
Accession Number:	9704021261
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Title:	*Current educationalreform: `Shape-shifting' or genuine improvement in the quality of teaching...*
Authors:	Merchant, Betty
Source:	Educational Theory; Spring95, Vol. 45 Issue 2, p251, 18p
Document Type:	Article
Subject Terms:	* EDUCATIONAL change
Abstract:	Focuses on *educationalreform* through the views of various books. Overview of the books; Concept of shape shifting; Popularity of reforms** which emphasizes restructuring and collaboration; Articulation of the purposes of schooling; Foundation for collaboration; Teacher empowerment; Student outcomes.
ISSN:	0013-2004
Accession Number:	9508223486
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Title:	*`That evil genius of the Negro race': Thomas Jesse Jones and educationalreform.*
Authors:	Kliebard, Herbert M.
Source:	Journal of Curriculum & Supervision; Fall94, Vol. 10 Issue 1, p5, 16p
Document Type:	Article
Subject Terms:	* CRITICISM
People:	GIDDINGS, Franklin JONES, Thomas DU Bois, W. E. B.
Abstract:	Analyzes the philosophy of Thomas Jesse Jones vis-a-vis education of African-Americans. Emphasis on vocational training rather than theoretical instruction; Schooling of Jones; Cultural backdrop of Protestant socialism; Criticism voiced by W.E.B. DuBois; Influence of the sociologist Franklin H. Giddings; Classification of ethnic Americans; Tenure at Hampton Institute in Virginia.
ISSN:	0882-1232
Accession Number:	9501261967
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Title:	*Doing Good, Doing Science: The Holmes Group Reports and the Rhetorics of EducationalReform.*
Authors:	Labaree, D.F.
Source:	Teachers College Record; Summer92, Vol. 93 Issue 4, p628, 14p
Document Type:	Article
Subject Terms:	* EDUCATION
NAICS/Industry Codes:	61 Educational Services
Abstract:	Looks at the wide ranging agenda for school *reform* proposed by the Holmes Group, a collection of a hundred deans at leading colleges of education. Goals for transforming teacher education and restructuring teacher roles within schools; `To morrow's Teachers'; `Tomorrow's Schools'; *Educational* reformers, including Horace Mann, Henry Barnard and Robert Vaux; The rhetoric of liberal progressives like Dewey vs. the rhetoric of republicanism and Protestantism.
Full Text Word Count:	5908
ISSN:	0161-4681
Accession Number:	9207205827
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Title:	*Good measure: Assessment as a tool for educationalreform. (cover story)*
Authors:	Wolf, D.P. LeMahieu, P.G.
Source:	Educational Leadership; May92, Vol. 49 Issue 8, p8, 6p, 2bw
Document Type:	Article
Subject Terms:	* PSYCHOLOGY
Abstract:	States that throughout the country the wager is that American education can be galvanized by setting high standards and using new, more probing assessments to hold districts, teachers and students accountable. Serious hitches that threaten this wager; Description of a hypothetical model school that uses performance tasks and portfolios.
ISSN:	0013-1784
Accession Number:	9207130836
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Title:	*Rationales of educationalreform.*
Authors:	Rich, John Martin
Source:	Urban Education; Jul91, Vol. 26 Issue 2, p149, 11p
Document Type:	Article
Subject Terms:	* EDUCATIONAL change
Geographic Terms:	UNITED States
Abstract:	Focuses on rationales of *educationalreform* in the United States . Concept and context of reform; Purpose of reforms; Appeals of reform** arguments.
Full Text Word Count:	3513
ISSN:	0042-0859
Accession Number:	9606204092
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Title:	Service-Learning and Outdoor Education: Promising Reform Movements or Future Relics?
Authors:	Seaman, Jayson 1 Gass, Michael 2,3
Source:	Journal of Experiential Education; 2004, Vol. 27 Issue 1, p67, 20p, 1 chart
Document Type:	Article
Subject Terms:	* EDUCATION * EDUCATIONAL change * EXPERIENTIAL learning * OUTDOOR education * STUDENT service
Author-Supplied Keywords:	Outdoor education Experiential education Education reform Service-learning
NAICS/Industry Codes:	61 Educational Services
Abstract:	Two current movements of experiential learning receiving attention in mainstream *educational* reform are service-learning and outdoor education/ adventure programming. Although sharing common philosophical roots, these movements have branched out into a variety of different applications and approaches. With increasing pressures on *educational* reform movements, both fields could benefit from critically examining the effectiveness of their theories, practices, and organizational strategies. One potential way to enhance the practice and strengthen the presence of both service-learning and outdoor education is to examine their complementary strengths and areas for growth. This article offers a broad illustration and examination of strengths and areas for growth in each field and their associated methods, followed by suggestions for the future sharing of inquiry and action. [ABSTRACT FROM AUTHOR]
Author Affiliations:	1 University of New Hampshire 2 Coordinator of the Outdoor Education program, University of New Hampshire 3 Advisor, New Hampshire State Board of Education's Real World Learning initiative
ISSN:	1053-8259
Accession Number:	14383394
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Title:	*Educational*Reform: A Deweyan Perspective: In Response to Barbara Stengel.
Authors:	Jackson, Michael J.B. Simpson, Douglas J.
Source:	Studies in Philosophy & Education; Sep2001, Vol. 20 Issue 5, p469, 4p
Document Type:	Article
Subject Terms:	* EDUCATION * EDUCATIONAL change
NAICS/Industry Codes:	61 Educational Services
Abstract:	Replies to a comment on *educationalreform***. Emphasis on the overall preparation of teachers; Discussions on the professional preparation of teachers; Importance of dichotomy on in-school experience.
ISSN:	0039-3746
Accession Number:	5590330
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Title:	*Evaluating Systemic EducationalReform: Facing the Methodological, Practical, and Political Challenges.*
Authors:	Frechtling, Joy
Source:	Arts Education Policy Review; Mar/Apr2000, Vol. 101 Issue 4, p25, 6p
Document Type:	Article
Subject Terms:	* EDUCATIONAL change * EDUCATIONAL innovations
NAICS/Industry Codes:	61171 Educational Support Services
Abstract:	Examines formal evaluation and fundamental changes in the practice of *educationalreform* initiatives. Meaning of systemic reform; Several fundamental tenets embodied in the systemic reform; Evaluation of systemic reform; Practical challenges concerning systemic reform**.
Full Text Word Count:	4936
ISSN:	1063-2913
Accession Number:	3160631
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Title:	*Permanent educationalreform: Individually guided education.*
Authors:	Klausmeier, Herbert J.
Source:	Education; Winter92, Vol. 113 Issue 2, p219, 13p
Document Type:	Article
Subject Terms:	* EDUCATION
NAICS/Industry Codes:	61 Educational Services
Abstract:	Brings together information on the development and adoption of Individually Guided Education (IGE), the loss of momentum of IGE, and IGE's re-emergence. The Wisconsin Center for Education Research; Organization for instruction and administrative arrangements; Instructional programming for the individual student; Model of evaluation for *educational* decision making; Facilitative environments; More.
Full Text Word Count:	7222
ISSN:	0013-1172
Accession Number:	9303020759
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Database:	Academic Search Elite