The moral imperative central to John Goodlad's thought is: it is not enough to simply inquire into the conditions of schooling. A deeper consideration is required. Though one's concept of better education may conflict with other views, this is not unusual. To improve education, people must become increasingly aware of their connections and…

Ralph W. Taylor's scholarly contributions to the evaluation and curriculum development fields prior to 1950 were central to educational discourse for subsequent decades. Taylor's genius was present in development of the National Academy of Education, the National Institute of Education, the National Assessment of Educational Progress, the Center…

Presents an interview with John Goodlad that focuses on the major impediments to educational renewal today, the major goals of his 1999 conference of educational leaders, what he hopes to achieve in the upcoming years, factors that impede collaboration between individuals and institutions, important educational changes that need to occur, and the…

Examines seven propositions concerning the schools, and offers suggestions indicating what is required if solid progress is to be realized. The areas discussed include accountability, standards by which the schools are judged, the school's social system, and models of change. (IRT)

Paper presents a model designed to identify factors to be taken into account in effecting educational improvement within the context of schooling. (Author/CB)

Presented is a discussion of what is wrong with schools and what is needed to overcome this; who is making educational decisions; and the need to remember to make decisions that are best for the children. (DS)

The author of "Teachers for Our Nation's Schools" discusses his understanding of the connotative, historical, and philosophical contexts of teacher education. He believes the profession needs a passionate understanding that is sufficient to stir professionals to commitment and action in educational reform. (SM)

The number of objectives that formal education is expected to achieve has grown incredibly over the years. The task of educating has become so complex that the problems are hardly comprehensible. As with other complex problems, people tend to turn in frustration to simplistic solutions. When educational variables are studied, unfortunately, no…

This paper on improvement of schools calls for a broad-based coalition of collaborating parties to articulate a clear moral educational mission and to promote for each community a healthy ecology of educational institutions directed toward this mission, redefinition of schools' role in this ecology, and redesign of teacher education. (JDD)

This article focuses on the minimum essentials of a healthy school-university relationship which has as its purpose simultaneous improvement of schools and the education of educators. Discussion categories include concept, purposes, agenda, and structure. Minimum essentials for a national network of school-university partnerships focusing on…

The lesson of educational change failures in the sixties is that educational change requires staff initiation and control as well as support from the surrounding culture. Recent studies point to a new agenda for educational change in the eighties that will succeed only if the mistakes of the sixties are avoided. (JM)

A recent study suggests that the broad idealistic educational objectives voiced by states and districts are a far cry from what is really being taught in classrooms. The question that now must be faced is what we want schools to teach. (JM)

Problems of schooling in the United States are explored in the monograph. Major educational problems are grouped in two categories--confusion over educational objectives and a rush to solve vaguely understood educational problems with ill-conceived action. Perspectives on educational objectives can be organized into three major approaches which…

Alternatives in schools and alternatives to schools are placed within a broad social, historical, and philosophical context by six authors. The first section contains (1) a typology of educational alternatives, (2) several perspectives on educational alternatives related to a model of culture, (3) a range of conceptualizing alternatives within a…

Based on the results of past studies, neither a wholly revised curriculum plan nor a new scheme of school organization is sufficient for successful implementation of proposed reforms. Each must be coupled with a strategy for change built on knowledge of the schools and in collaboration with them. (Author/EB)