1. Carr / Hibbitts EDUC 960 - March 2005 - Dr. M. Schmidt
External Forces, Educational Change & School Reform Bailey / Darling-Hammond
Carr / Hibbitts
EDUC March Dr. M. Schmidt
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2. Agenda article summaries film excerpt - links to articles discussion
recap of main ideas
simulation
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3. External Forces Industrial Revolution: Taylor, Scientific Approach
Post World Wars
Sputnik: Technology
Global competitiveness
Post-Enron: Accountability
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4. Educational Reform: BC History
1930s: Progressivism (Dewey, Putnam-Weir)
focus on social, child-centred instruction
1960s: Standardization (Chant Report)
focus on intellectual development
1990s: Year 2000 Program (Sullivan Report)
focus on custodial, social, democratic
Late 1990s - now: School Improvement Plans
focus on instrumentalism and accountability
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5. For the past 50 years, the focus of educational policies and practices has shifted from universal public education to universal proficiency.
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6. Against the backdrop of external forces and educational change, what is now the mission of schools?
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7. The role of schools according to BC Charter for Public Education, 2004:
-to prepare citizens to take part in democractic society
-to create a schooling process that is in the best interest of every student
- to increase the engagement and intellectual achievement of all student
The role of schools according to
Drucker, 1986:
-to produce employees who can manage complexity, frame problems, design, construct
Conference Board of Canada:
-to produce employees who possess skills in critical thinking, communications, ethics
Harris, 1999:
-to produce competitive workers who can succeed in ever-changing markets
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8. School Reform Top down approach (Bailey)
Bottom up approach (Darling-Hammond)
What are the effects of each approach?
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9. School Reform - Top-down
Teachers’ perspectives missing - ‘teacher proof’
Research often reflects keen early implementers
Resistance - marginalisation - non-collaboration (lasting negative effects greater than benefits of innovation)
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10. “Double-edge” of change Bascia, Hargreaves, Sharp Edge of Educational Change
Technical approach - pedagogy based on science or unexamined “common sense” -- does nothing to develop strong professional learning culture among teachers; neglects the complexities of schooling
Content-driven and standards-based structures serve
content rather than children
Government-driven reform: “power over” teachers rather
than building “power with” them
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11. School Reform - Bottom up
Changed mission of schools requires:
responsible, responsive teachers who can create bridges between different experiences of learners
and can diversify practice;
improved teacher education and professional practice;
transformation of knowledge of teachers, administrators, parents.
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12. However, there is a significant issue with current efforts to reform schools.
Bottom up transformation is on a collision course with accountability. We must find a way to reconcile the two.
Darling-Hammond: “The outcome of school reform should be the development of learning communities.”
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13. Transformation & accountability
Can the two reform goals be reconciled?
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14. Two ways of looking at reform A simulation
Brought to you by:
Members of the EdD 2004 cohort
(Guest appearance by Dr. Michèle Schmidt)
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15. Reform: Increased transparency in reporting
Hierarchy High
Director of Instruction
Principal
Teacher (25 yrs exp)
Teacher (1 yr exp.)
CUPE member
Parent
Student
Shangri-la Secondary
Director of Instruction
Principal
Teacher (25 yrs exp)
Teacher (1 yr exp.)
CUPE member
Parent
Student
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22. John Ralston Saul http://www. workingtv. com/main3
John Ralston Saul The purpose of public education is to give every child in the province such knowledge as would fit him (her) to become a useful and intelligent citizen. (1872 School Act) Louis Lafontaine (1840): Education is the first public good that a government can confer upon a people. The diffusion of intelligence preserves the peace and promotes the well being of society.
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