(1990). Good Education in Oakland: Strategies for Positive Change. Report Summary. This summary of a report on strategies to improve education in Oakland (California) emphasizes that there is no magic solution to school reform and encourages ongoing community participation. The goal of school reform is a learning environment that enables all students to be competent, confident, conscious, and caring individuals and holds the school accountable for the delivery of equal education. The following conditions are essential: (1) effective school leadership; (2) rigorous, challenging curriculum and instruction; (3) effective staff; (4) parents as partners; (5) safety and security; and (6) outstanding district leadership. The following problems must be overcome: (1) low expectations of students; (2) inadequate funding; and (3) poor teacher preparation that leaves teachers unable to deal with diversity. The following change strategies are outlined: (1) build a system of staff renewal as the centerpiece for positive change; (2) construct a system of accountability for…
(2000). Rural Youth: The Policy Agenda. With the advent of a Scottish Parliament and a Minister and Parliamentary Committee for Rural Affairs, there is now a broad consensus that policies are needed to generate "quality jobs" for young people in rural Scotland. This agenda is politically appealing, since it addresses various rural problems, including retention of young people in rural areas and the viability of rural communities. However, proposed policies to promote "quality jobs" have several difficulties. Such proposals conflate separate issues into a single agenda, identifying young people's problems with those of rural communities and ignoring the complexities and intractability of the problems they claim to address. Young people may be better served by provision of educational and employment opportunities in urban areas, while policies to improve the economic and social life of rural areas might be better directed at attracting newcomers than at trying to halt youth outmigration. Proposals to… [PDF]
(1988). A View from the Inside: School Building Leadership and Management. Report of the Select Seminar on School Building Leadership and Management (Rensselaerville, New York, September 27-30, 1987). The goal of the seminar reported in this document was to consider the site leadership and management issue as it relates to professionals' changing roles and influences educational equity and excellence. The seminar attempted to bring sensitive reform movement issues back to those most affected by their implications. An important seminar element was the development of leadership models to be later implemented at various states throughout New York State. Each of six Principal Centers, New York University, and the New York City Board of Education will then coordinate, support, and provide technical assistance to school buildings and professional groups involved in the ongoing Leadership in Educational Administration Development Program (LEAD). This report consists chiefly of five presentations from mixed groups of administrators and teachers that express participants' thoughts and experiences. These presentations were the result of long hours of intense, often heated discussion, out… [PDF]
(1972). Research and Development in Education: Analysis and Program Development. This report examines in detail the major goals of the National Institute of Education (NIE); i.e., improving (1) the quality of education, (2) education for the disadvantaged, and (3) resource use in education. It first examines the domain of education in the United States, considering the objectives of education and the role of the formal educational system in its relation to all the societal sources of education. Brief presentations are made of the evidence in the most serious areas of failure to meet educational goals. NIE subgoals to help improve the quality of education — providing a rigorous intellectual challenge, expanding opportunities for students to experience effectual action, reintegrating schooling and "real life", fostering educational diversity, and encouraging articulation of the goals and process of education — are then defined and examined. Examined next are NIE subgoals for acquiring more authentic knowledge of the poor child; adapting educational… [PDF]
(1992). National Educational Standards and Testing: A Response to the Recommendations of the National Council on Education Standards and Testing. Congressional Testimony. In January 1992, the National Council on Education Standards and Testing (NCEST) issued a report "Raising Standards for American Education," which called for the establishment of a national system of educational standards and assessments as a basis for comprehensive reform of U.S. education. This statement is a facsimile of the written testimony that was submitted to the House of Representatives subcommittee. The statement is presented as it appears in the Congressional record, with a preface and references added. It is contended that although the NCEST recommendations appear to be a matter of common sense, they are unlikely to work and may have serious side effects. The recommendations do not adequately address issues of feasibility, fairness, validity, and reliability. Although the new standards are expected to be a common core, the NCEST does not explain why the proposed tests will not narrow the curriculum. Proposed innovative assessments have not yet been adequately… [PDF]
(2000). Charter School Equity Issues: Focus on Minority and At-Risk Students. Policy Brief. This report examines equity issues at charter schools serving predominantly minority or at-risk students. Increasing charter school enrollments of such students indicates the popularity of this choice for disadvantaged populations. Overall, charter schools enroll larger percentages of minority students than public schools. Advocates note that charter schools can revitalize deteriorating public schools and provide choice to disadvantaged families. Charter schools are generally smaller, are newly created, have a distinct curricular focus, and offer personalized learning environments. They value teacher empowerment, professional fulfillment, and innovation. Critics claim, however, that students most at risk of academic failure are being placed in untested, unregulated schools and that choice has created more deeply segregated schools than the schools from which students exited. Policymakers must create safeguards regarding charter school curriculum, recruitment, and admissions. Some… [PDF]
(2019). General Educator Perceptions of School Support in Teaching Students with an IEP. Journal of the American Academy of Special Education Professionals, p141-158 Fall. Historically, researchers have focused on the perceptions of special education teachers regarding inclusion. Research has shown that general education teachers who feel supported by their schools provide better classroom experiences for all students (Hwang and Evans, 2011). This study expanded upon this thinking by asking general educators what they felt were the most beneficial supports in meeting the needs of students with an Individualized Education Plan (IEP). Results indicated that general education teachers viewed their ability to meet the needs of diverse learners positively. Respondents felt they had a positive relationship with special education teachers, even though little collaborative planning time was given Respondents additionally affirmed that smaller class size, more paraprofessional assistance, and more individual planning time were needed. These findings powerfully suggest that general educators value collaborative and individual planning time to meet the needs of… [PDF]
(1993). Beyond Gender Differences: Traditional and Alternative Cognitive Strategies. This document reports on a study that attempts to move beyond the polarization of labels and move toward a unity that transcends distinctions of gender and gender's embeddedness in the larger culture. While the traditional male model in studies of cognitive approaches has been challenged by feminist scholars, there is still some question of the efficacy of current methodology and terminology in addressing and understanding differences in cognitive styles not necessarily attributable to gender differences. This study extends feminist terminology and perspective to the more inclusive \alternative.\\Alternative\ is intended to include all non-traditional cognitive strategies and to better define them within the limits of language. This exploratory study proposes a more holistic conceptual paradigm that encompasses a variety of learning approaches. These approaches are measured by a dialectic instrument that strives for a more authentic equity in method as well as in interpretation. The… [PDF]
(1998). Cross-System Collaboration: Tools That Work. This monograph reports on a collaborative initiative between Four Oaks, a private nonprofit family service agency in Iowa, and the Iowa Department of Human Services. The collaboration provided a series of community forums of local representatives to examine services available to delinquent youth and their families, to increase community awareness and participation, and to develop a "toolbox" of effective principles for collaboration to assist families, agencies, and communities in addressing the challenges of social service system reform. Following an introduction, the monograph describes the context for the project in Iowa, including Iowa's efforts in restructuring, gaining fiscal control of human service expenditures, decategorizing funding streams, and incorporating managed care into public and private agencies. Illustrated with examples from exemplary programs, the principles of effective collaboration are discussed in three parts: (1) structural elements; (2)…
(1999). The Test of Our Progress: The Clinton Record on Civil Rights. Report of the Citizens' Commission on Civil Rights. The first part of this report consists of the findings of the Citizens' Commission on Civil Rights on the record of the Clinton administration on civil rights. Six years into President Clinton's term, he continues to speak with understanding and empathy about the plight of people trapped in racial and ethnic isolation, but his administration has yet to provide clear direction with respect to civil rights. Some recommendations are made for policy to support equal opportunity. These include policies to renew the national commitment to civil rights and to address basic and critical needs such as nutrition, job training, and education. Major efforts are urged to ensure equal education, with re-examination of school segregation and attention to the needs of children of Limited English Proficiency (LEP). The second part of the report contains working papers prepared for this report by leading civil rights and public interest experts. Of the 22 chapters within part 2, there are 5 which… [PDF]
(2005). Seeking Meaningful School Reform: Characteristics of Inspired Schools. Online Submission The purpose of this study was two-fold: (1) to gain an understanding of how senior school administrators define inspired public schools; and (2) to discern the characteristics of inspired schools to guide meaningful school improvement efforts. Twenty-nine senior leaders–school superintendents and assistant superintendents–from across New England were randomly surveyed and asked to identify qualities of inspired schools and, to the extent possible, to offer examples for closer examination. Eight schools representing different demographics, levels and district sizes were selected from an equal number of independent public school districts for inclusion in this study. Through in-depth interviews eleven characteristics of inspired schools were identified: (1) attention is invested in the developmental needs of all members of the school community; (2) leadership is embraced at all levels; (3) a relational approach to education is supported; (4) an assets-based approach to student… [PDF]
(1989). Transforming the Curriculum for Equity and Excellence. With the changing demographics in college populations, educators can no longer offer students a curriculum that denies the very existence of women and minorities. Yet this is precisely what occurs in the traditional or womanless curriculum. If one recognizes the limitations of a curriculum that accepts male experience as universal, one is ready to begin curriculum transformation. A questionnaire was sent to all community college humanities departments in an attempt to ascertain what faculty were doing to balance their humanities courses for gender and how they were doing it. Over 250 responses from more than 70 different colleges were received. Based on these responses, the following suggestions are offered to faculty interested in transforming their humanities courses: (1) start wherever colleagues and institutions feel most comfortable (usually this means beginning to incorporate more works by women or material that includes women's experiences); (2) in classes where instructors…
(1999). Community Colleges as Cultural Texts: Qualitative Explorations of Organizational and Student Culture. SUNY Series, Frontiers in Education. This book, part of the Frontiers in Education series from the State University of New York, depicts community colleges as \cultural texts,\ addressing the question of whether, and how, community colleges confront the challenges of diversity and provide equal opportunities for upward mobility. Its ten chapters include: (1) \Community Colleges as Cultural Texts: A Conceptual Overview\ (Kathleen M. Shaw, Robert A. Rhoads, and James R. Valadez); (2) \Cultures of Support for At-Risk Students: The Role of Social and Emotional Capital in the Educational Experiences of Women\ (Dennis McGrath and William Van Buskirk); (3) \The Struggle for Mobility in the Contact Zone of Basic Writing\ (Stanford T. Goto); (4) \Navigating the Raging River: Reconciling Issues of Identity, Inclusion, and Administrative Practice\ (Marilyn J. Amey); (5) \Preparing for Work in a Post-Industrial World: Resistance and Compliance to the Ideological Messages of a Community College\ (James R. Valadez); (6) \The…
(1997). Successful Texas Schoolwide Programs: Research Study Results, School Profiles, Voices of Practitioners and Parents [and] Self-Study and Planning Guide [and] Suggestions for Technical Assistance Providers. In 1994-95, a study identified over 50 Texas schools that were heavily impacted by poverty but had high scores on state achievement tests. Specifically, the schools received Title I funds and were implementing Title I schoolwide programs, and at each school, over 60 percent of students met free or reduced-price lunch criteria; at least 70 percent passed the reading section of the Texas Assessment of Academic Skills (TAAS); and at least 70 percent passed the TAAS math section. Case studies of 26 of these schools found much diversity in instructional programs and approaches. However, seven common areas or themes emerged: (1) focus on the academic success of every student; (2) no excuses; (3) careful experimentation; (4) inclusion of everyone in problem solving; (5) sense of family; (6) collaboration and trust; and (7) passion for learning and growing. Profiles of the 26 schools include a brief description, demographics, awards, TAAS results, and principal and teacher comments….
(2003). Curriculum & Instruction for All Learners: Blending Systematic and Constructivist Approaches in Inclusive Elementary Schools. This collection of papers shows how an integrated approach to classroom teaching can support and advance inclusion in elementary schools. There are 10 papers in three sections. Section 1, "Designing Elementary Education for All," includes: (1) "Searching for a Pedagogy of Success" (Judy W. Kugelmass and Beverly Rainforth); (2) "Addressing Issues of Cultural and Linguistic Diversity in the Early Childhood Classroom" (Monica Miller Marsh); and (3) "Project-Based Instruction" (Judy W. Kugelmass). Section 2, "Curriculum and Instruction in Schools for All Children," includes: (4) "Finding the Middle Ground in Literacy Instruction" (Karen Bromley); (5) "Beyond Constructivism and Back to Basics: A Cultural Historical Alternative to the Teaching of the Base Ten Positional System" (Jean Schmitau); (6) "Social History, Technology, and the Building of Inclusive Classroom Communities" (Laura Lamash); and (7)…