This article describes the form of brief therapy developed at the Brief Family Therapy Center. We have chosen a title similar to Weakland, Fisch, Watzlawick, and Bodin's classic paper, "Brief Therapy: Focused Problem Resolution" (20) to emphasize our view that there is a conceptual relationship and a developmental connection between the points of view expressed in the two papers.
Wisconsin's Student Achievement Guarantee in Education (SAGE) program was designed as a 5-year K–3 pilot project that began in the 1996–97 school year. The program requires that participating schools implement 4 interventions including reducing the pupil-teacher ratio within classrooms to 15 students per teacher. The SAGE evaluation uses a quasi-experimental, comparative change design utilizing descriptive statistics, linear regression, and hierarchical linear modeling. In addition, qualitative analyses of life in SAGE schools and classrooms are conducted. Results of the 1996–97 and 1997–98 first grade data reveal findings consistent with the Tennessee STAR class size experiment. Also, individualization emerged as a key characteristic of instruction in SAGE classrooms.
Brief therapy has often been regarded as “problem solving therapy.” This article discusses the development of a solution‐focused approach to clinical practice. Solution‐focused therapeutic tasks and interventions are described.
This essay reviews the history of school commercialization in the USA and the forms that it has taken over time, with particular attention paid to research measuring the scope and variety of commercialization trends in US public schools. The implications of commercialization activities such as those that promote the consumption of nutritionally deficient foods and beverages are explored. The argument is made that the values inherent in the consumerist ideology used to support school privatization conflict with the democratic values on which public education has been historically based. Edison Schools is discussed as a model of the for-profit management of public schools and emerging forms of school commercialization are considered. Finally, the role of free trade agreements in promoting school commercialism and privatization is described.
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