New Report on Education Reform
Posted by on April 16, 2004
[posted from Public Education Network newsblast]
REFORM IDEALS AND TEACHERS’ PRACTICAL INTENTIONS
Reformers have been trying for decades to alter the fundamental character of classroom instruction in the United States, but have repeatedly been unsuccessful in fostering significant change in teaching practice. Several hypotheses have been put forward to account for this problem — that teachers lack sufficient knowledge (hence we need more professional development), that they lack sufficient will (hence we need accountability systems) or that they disagree with reform ideals or find other agendas to be more compelling in their classrooms. This paper by Mary M. Kennedy addresses the third hypothesis by trying to ascertain what teachers care about when they respond to specific classroom situations. Numerous authors have suggested that teachers’ beliefs, values, and perceptions influence their classroom practices.
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