Making Sense of Educational Renewal

Phi Delta Kappan

Volumn 80, Issue 8, 1999, Pages 606-610

  Sirotnik, Kenneth A ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

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[No Author keywords available]

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EID: 0009334278     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (25)

1. John W. Gardner, Self-Renewal: The Individual and the Innovative Society (New York: Harper & Row, 1963), p. 2.
2. Ibid., p. 5.
3. Ibid., p. 7. The quote is from Arnold Toynbee, "The Graeco-Roman Civilization," in Civilization on Trial/The World and the West (New York: World Publishing Co., 1958), p. 50.
4. Ibid., p. 7. The quote is from Arnold Toynbee, "The Graeco-Roman Civilization," in Civilization on Trial/The World and the West (New York: World Publishing Co., 1958), p. 50.
5. See Gardner, chap. 2.
6. Kenneth A. Sirotnik, "Society, Schooling, Teaching, and Preparing to Teach," in John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990), pp. 296-327.
7. More detail on the ecological metaphor for renewal and change can be found in Kenneth A. Sirotnik, "Ecological Images of Change: Limits and Possibilities," in Andy Hargreaves et al., eds., International Handbook of Educational Change (Boston: Kluwer Academic Publishers, 1998), pp. 181-97.
8. "Critical inquiry" can mean many different things to different people. For me it is an informed process of equitable communication among all stakeholders that encourages explicit and constructive debates about underlying assumptions and human interests. See, for example, Kenneth A. Sirotnik, "Critical Inquiry: A Paradigm for Praxis," in Edmund C. Short, ed., Forms of Curriculum Inquiry (Albany: SUNY Press, 1991), pp. 243-58; idem, "Evaluation in the Ecology of Schooling: The Process of School Renewal," in John I. Goodlad, ed., The Ecology of School Renewal: 86th NSSE Yearbook, Part I (Chicago: National Society for the Study of Education, University of Chicago Press, 1987), pp. 41-62; and Kenneth A. Sirotnik with Jeannie Oakes, "Evaluation as Critical Inquiry: School Improvement as a Case in Point," in Kenneth A. Sirotnik, ed., Evaluation and Social Justice (San Francisco: Jossey-Bass, 1990), pp. 37-59.
9. "Critical inquiry" can mean many different things to different people. For me it is an informed process of equitable communication among all stakeholders that encourages explicit and constructive debates about underlying assumptions and human interests. See, for example, Kenneth A. Sirotnik, "Critical Inquiry: A Paradigm for Praxis," in Edmund C. Short, ed., Forms of Curriculum Inquiry (Albany: SUNY Press, 1991), pp. 243-58; idem, "Evaluation in the Ecology of Schooling: The Process of School Renewal," in John I. Goodlad, ed., The Ecology of School Renewal: 86th NSSE Yearbook, Part I (Chicago: National Society for the Study of Education, University of Chicago Press, 1987), pp. 41-62; and Kenneth A. Sirotnik with Jeannie Oakes, "Evaluation as Critical Inquiry: School Improvement as a Case in Point," in Kenneth A. Sirotnik, ed., Evaluation and Social Justice (San Francisco: Jossey-Bass, 1990), pp. 37-59.
10. "Critical inquiry" can mean many different things to different people. For me it is an informed process of equitable communication among all stakeholders that encourages explicit and constructive debates about underlying assumptions and human interests. See, for example, Kenneth A. Sirotnik, "Critical Inquiry: A Paradigm for Praxis," in Edmund C. Short, ed., Forms of Curriculum Inquiry (Albany: SUNY Press, 1991), pp. 243-58; idem, "Evaluation in the Ecology of Schooling: The Process of School Renewal," in John I. Goodlad, ed., The Ecology of School Renewal: 86th NSSE Yearbook, Part I (Chicago: National Society for the Study of Education, University of Chicago Press, 1987), pp. 41-62; and Kenneth A. Sirotnik with Jeannie Oakes, "Evaluation as Critical Inquiry: School Improvement as a Case in Point," in Kenneth A. Sirotnik, ed., Evaluation and Social Justice (San Francisco: Jossey-Bass, 1990), pp. 37-59.
11. See the entire issue of Educational Evaluation and Policy Analysis, Fall 1990.
12. See William A. Firestone, David Mayrowetz, and Janet Fairman, "Performance-Based Assessment and Instructional Change: The Effects of Testing in Maine and Maryland," Educational Evaluation and Policy Analysis, vol. 20, 1998, pp. 95-113.
13. Lee J. Cronbach and Associates, Toward Reform of Program Evaluation (San Francisco: Jossey-Bass, 1981), p. 4.
14. A fuller discussion of the move from accountability to responsibility can be found in Kenneth A. Sirotnik and John I. Goodlad, "The Quest for Reason Amidst the Rhetoric of Reform: Improving Instead of Testing Our Schools," in William J. Johnston, ed., Education on Trial: Strategies for the Future (San Francisco: Institute for Contemporary Studies Press, 1985), pp. 277-98.
15. See, for example, Seymour B. Sarason, The Predictable Failure of Educational Reform: Can We Change Course Before It's Too Late? (San Francisco: Jossey-Bass, 1990); and idem, Political Leadership and Educational Failure (San Francisco: Jossey-Bass, 1998).
16. See, for example, Seymour B. Sarason, The Predictable Failure of Educational Reform: Can We Change Course Before It's Too Late? (San Francisco: Jossey-Bass, 1990); and idem, Political Leadership and Educational Failure (San Francisco: Jossey-Bass, 1998).
17. Seymour B. Sarason, The Creation of Settings and the Future Societies (San Francisco: Jossey-Bass, 1989), p. 1.
18. Sarason, Political Leadership, p. 121.
19. Sam Wineburg and Pam Grossman, "Creating a Community of Learners Among High School Teachers," Phi Delta Kappan, January 1998, p. 350.
20. Ibid., p. 352.
21. See, for example, Robert K. Yin, Case Study Research: Design and Methods (Newbury Park, Calif.: Sage, 1989), pp. 43-45.
22. A good example of this kind of storytelling is Theodore R. Sizer, Horace's Hope: What Works for the American High School (Boston: Houghton Mifflin, 1996); see also Patricia A. Wasley, Stirring the Chalkdust: Tales of Teachers Changing Classroom Practice (New York: Teachers College Press, 1994). My colleagues and I will be struggling with these issues ourselves as we attempt to make sense of the last 15 years of renewal activities forming the mission of the Center for Educational Renewal's National Network (of school/university partnerships) for Educational Renewal.
23. A good example of this kind of storytelling is Theodore R. Sizer, Horace's Hope: What Works for the American High School (Boston: Houghton Mifflin, 1996); see also Patricia A. Wasley, Stirring the Chalkdust: Tales of Teachers Changing Classroom Practice (New York: Teachers College Press, 1994). My colleagues and I will be struggling with these issues ourselves as we attempt to make sense of the last 15 years of renewal activities forming the mission of the Center for Educational Renewal's National Network (of school/university partnerships) for Educational Renewal.
24. Margaret M. MacMullen's approach is illustrative; see Sizer, Horace's Hope, Appendix B, pp. 160-76.
25. Mary Catherine Bateson, Composing a Life (New York: Atlantic Monthly Press, 1989), p. 9.