Reforms are underway that will better position the Agency to meet the evolving demands of an education system in the twenty-first century.
Perhaps the most obvious of these is simply the size of the enterprise. Even with great ideas, the best of intentions, an investment of resources on a scale appropriate to the job, and lots of hard work, any sweeping change in the educational system nationally is bound to take a decade or longer.
It is more than simply a problem of scale, however. Unlike the situation in most other countries, the system of education in the United States is decentralized politically and economically.
Decisions on educational policy and the use of resources for education are made by literally thousands of different entities, including 16, separate school districts, 3, colleges and universities, 50 states, several agencies of the federal government, and the courts at every level.
This state of affairs may have its advantages, but a capacity for rapid change is not one of them. It takes time, first of all, for a strong consensus to build among educators and the public that radical change is needed. Then more time is needed to come to some national meeting of the minds on what the main ingredients of reform should be.
Still more time is needed for action plans to be drawn up, ideas tested, and action initiated in tens of thousands of different institutions.
Ultimately, reform is more about people than it is about policies, institutions, and processes. Teachers and administrators bring to their jobs the full range of human views about the purposes of education, the nature of young people, and the best ways to foster learning.
Professions may change mostly in response to turnover. Young physicians and engineers, for instance, carry new knowledge, techniques, and attitudes into those professions.
Successive generations of teachers and school administrators can serve in the same way, but only if they come bearing different attitudes, knowledge, and skills than the ones they replace. Reforming teachers' education, therefore, is the sine qua non of school reform, but it will necessarily be slow to make its impact felt.
Collaboration Is Essential Monolithic approaches to educational reform are not the American way, and with good reason: No group or sector is in sole possession of wisdom, inventiveness, resources, and authority, and few educational problems of consequence have only one possible solution. But diversity of effort can lead to little impact on a national scale if those who are striving to change things are all heading in different directions without regard for each other.
Lockstep in education is neither possible nor desirable, but a commitment to collaboration is. Operationally, such a commitment means sharing ideas and information with others who are addressing the same or related problems.
In the context of the reform of science education, this observation applies to the scientific community itself to the degree it wishes to make significant contributions to the process of reform in education. Project constitutes, of course, only one of many efforts to chart new directions in science, mathematics, and technology education and to bring about significant improvements in the current system.
Here and there across the nation, individual teachers and schools are striving, often against heavy odds, to change things, and in some school districts and states, vigorous reform is now the order of the day.
There is a need for these various reform efforts to link up to bring coherence to the movement. Teachers Are Central Although creative ideas for reforming education come from many sources, only teachers can provide the insights that emerge from intensive, direct experience in the classroom itself.Christian parents can never sit idly on the sidelines regarding their children's educational experiences, because education, in all its many facets, helps to shape our children's view of what is real and important in life.
Current Reforms. Outcome-based educational reform is causing some very heated debates throughout the country. Recent Education Reform in the United States. I have never let my schooling interfere with my education. But the solution is not more math, science, and reading; more testing; and more accountability as prescribed by NCLB.
I start with a historical analysis of how the perception of American education in crisis became so widespread . claremont mckenna college an analysis of education reform in sub-saharan africa submitted to professor william ascher and dean peter uvin written by katharine miranda eger for senior thesis spring april 25, Monolithic approaches to educational reform are not the American way, and with good reason: No group or sector is in sole possession of wisdom, inventiveness, resources, and authority, and few educational problems of consequence have only one possible solution.
Special Education and the Process of Change: Victim or Master of Educational Reform? In the article entitled, "Reforming again, Again, and Again," Cuban () examined the language and lessons of school reform. His analysis of recrudescent reform is both instructive and intriguing. It holds that.
Solutions For Education Reform Essential assessment: six tenets for bringing hope, cassandra erkens is a presenter, facilitator, coach, trainer of trainers, keynote speaker, author, and above all, a.