Research shows that the school improvement remedies promoted by policy makers and reformers often are in stark contrast to what actually has been proven to work in schools.
In this article, the author argues that an array of changing conditions in the work of teaching and in the national- and state-policy environment have dramatically increased the distance between both undergraduate and graduate college and university teacher education programs as well as the ways in which teachers in service are being educated, reeducated, trained, and retrained.
VER THE past several months the RAND Corporation, the Phi Delta Kappan, and other professional journals have published a number of books, articles, commentaries, and letters raising serious questions about the efficacy of comprehensive or "whole-school" reform as a solution to the long-standing challenges of improving urban schools and minority student achievement. (See, for example, the debate between Stanley Pogrow and Robert Slavin in the February 2002 Kappan.)However, none of the authors of these publications actually works in a school or district engaged in whole-school reform, and none considers the range of ways that schools engaged in this sort of reform may be changing and growing from the experience.
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