Cross-Currents of Reform

Particular times call for curriculum reform Sometimes they come from the perception that what we are doing isn’t working

Reform is a prime example of “problem-centered” approach to curriculum change

When Reform occurs, it is the teacher who has to make it work

Historical Reforms 1930’s – replacing phonics for reading 1950 – new math- teaching by discovery 1957 – Sputnik – science 1960’s – improving education for disadvantaged

Historical Reforms 1983 – A Nation at Risk More recent –Charter Schools –Vouchers –Goals 2000 –No Child Left Behind –Global education

Anatomy of Reforms Groups join together to change education Groups often try to bypass educators and work directly with legislators Reform is the fastest, most widespread way to make major change

Anatomy of Reforms Reform is seen as challenge to authority over curriculum The impact of changes can last generations

Anatomy of Reforms Some reforms happen outside the established institutional framework of schools Can be looked at as a miniature revolution

Reform have a trickle down effect, for example Legislatures require more math Teachers resent rigid regulations More math teachers are needed Teachers are pulled into classes Colleges add more courses New tests are created

Reforms rarely go out with a bang, they just fade away.

Who is in Charge of Curriculum? The Constitution vests local authority over education in state government

Who is in Charge of Curriculum? Yet, the state requires –The number of days –The length of hours in day –How teachers are certified –Which textbooks will be used

Who is in Charge of Curriculum? The federal government implement laws and executive orders concerning education. –NCLB –IDEA –Racial Integration –Title IX

Who is in Charge of Curriculum? Textbook companies Testing Agencies

Curriculum reform can be seen as ongoing process of negotiation between national and local interest and reflects America’s desire for decentralized control and a common curriculum