In this article, Jesse Goodman examines the current "third wave" school restructuring movement and its attempt to reform U.S. schools based on the perceived needs of the information age. Goodman places this school reform movement in historical context and explores the way it emerged from the interrelated fields of educational technology, instructional design, and systems theory. Goodman argues that four core principles that underlie the third wave school restructuring movement — social functionalism, efficiency and productivity, individualism, and expertism — will likely reinforce existing school practices and values instead of substantively transforming teaching and learning in U.S. classrooms.
Using the case study method, Goodman examines field-based experiences to determine their impact on prospective teachers' perspectives toward teaching. The data are organized into three ana lytical categories: teaching as the trans mission of utilitarian skills, teaching as management, and teaching as craft. The author concludes that university super visors need to help students see connec tions between theory and practice and to establish field placements that enable instructional experimentation. Further, he suggests that the time spent in a single EFE context should be enriched and expanded.
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