Reimagining Education Reform and Innovation

Table Of Contents

• Cover
• Title
• About the author
• About the book
• This eBook can be cited
• Copyright
• Table of Contents
• Dedication
• Acknowledgments
• Preface
• Introduction
• Chapter 1: What We Already Know About Education Reform in America
• The Crisis in School Reform
• Reversing the Disastrous State of American Schools
• Envisioning Teachers as Professionals
• The Need for Focused Professional Preparation
• Change Is Unavoidable
• Visionary School Reform
• Community Involvement
• Road Map to School Reform
• Consolidating Components of Positive School Change
• Effective Leadership for Change
• The Importance of Collegial Trust
• Involving the Community
• The Cost of Change
• Allowing Time for Change
• Premature Contentment
• Addressing Problems
• Implementing and Sustaining Reform
• Barriers to Implementing and Sustaining Reform
• Sustaining Reform Indefinitely
• Final Thoughts
• References
• Chapter 2: Reimagining Urban Education: Civil Rights, Educational Parks, and the Limits of Reform
• Introduction: Reform’s Possibilities and Impossibilities
• Growth in an Atmosphere of Racial Exclusion in a Non-Deindustrializing City
• Educational Reform Frustrated: Civil Rights Activism Meets District Resistance, 1963–1966
• The Choice: Systemic Democratic Radicalism or District-Approved Incrementalism
• Reimagining the City for Educational Opportunity
• The OSU Advisory Commission Report
• Grand Reform That Failed to Pass: Civil Rights Proposal Spurned
• References
• Chapter 3: Reimagining Success: Ordinary Orders and University
• Introduction
• A Genealogy of the University of Toronto
• An Experiment in Mental Hygiene
• The Same But Different
• Re-Storying the Ordinary: Unnatural Adjustments and Paradigm Shifts
• The Conception of the University as Institution of Power
• References
• Chapter 4: Reflections on Educational Reforms: English Language
• Analysis
• Background to the Study
• Method
• Results and Discussion
• Conclusion
• References
• Chapter 5: Student Teachers as Active Participants in Schools’ Policy Contexts
• Pre-Service Teachers Raise Policy Concerns
• Policy Is Now Everyone’s Field
• The Meaning of Current Policy Environment for Pre-Service Teachers’ Learning
• Supporting Pre-Service Teachers in Policy Contexts
• What Does Policy Mean?
• Relevant Critical Policy Analysis
• Study Methods
• Data Collection
• Analytic Methods
• Participants and School Sites
• Findings
• Student Teachers See Texts, People, and Practices as Unified and Aligned
• Strategic Thinking and Action: Student Teachers Navigating Policy Conflict
• Guerrilla Pedagogy
• Discussion and Implications
• Not Just “Failing Schools” or “Ideal” Placements
• Conclusion
• References
• Chapter 6: Working in the “Wiggle Room”: A University
• Findings
• Phase One: Working Within the System
• Phase Two: Working in the Wiggle Room
• “Survive or thrive?”A turning point in my supervisory practices
• Phase Three: Policy and the Meanings of Success
• Discussion
• References
• Chapter 7: “Beyond Discussion”: Basic Composition as a Social Imperative
• The University “Thing”: Historical and Contemporary Responses to Basic Writing and the American Educational Paradox
• What Does Institutional Remediation Look Like? Three Successful Basic Writing Programs
• Portents for the Future: What We Know About What Works
• Informed Placement
• Decreased Educational Track
• Institutional Continuity
• Academic Rigor and Intensity
• Affectively and Contextually Focused
• Institutionally Supported
• Conclusion
• References
• Chapter 8: Creating Comic Books in the College Composition Classroom
• The Visual Argument
• Physical Desks and Digital Screens
• Designing Comic Books as Composition
• Two Comic Book Assignments
• Assignment 1
• Assignment 2
• Closing Thoughts
• References
• Chapter 9: Design Principles As A Methodology for School Reform
• Design as a Methodology
• A Vocabulary for Reform
• Technique
• Elements
• Processes
• Principles
• Methods
• Mindsets
• Bringing It Together
• References
• Contributors
• Series Index