From "teacher as decision maker" to teacher as participant in "shared decision making": Reframing the purpose of social foundations in teacher education

Teachers College Record

Volumn 98, Issue 1, 1996, Pages 77-103

  Beadie, Nancy ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

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EID: 0030222595     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (103)

1. For accounts of the historical origins of social foundations as a field, see Ellen Condlifie Lagemann, "Prophecy or Profession? George S. Counts and the Social Study of Education," American Journal of Education 100 (1992): 137-65; R. Freeman Butts, In the First Person Singular: The Foundations of Education. (San Francisco: Caddo Gap Press, 1993); and Geraldine Joncich Clifford and James W. Guthrie, Ed School: A Brief for Professional Education (Chicago: University of Chicago, 1988), pp. 232-37.
2. For accounts of the historical origins of social foundations as a field, see Ellen Condlifie Lagemann, "Prophecy or Profession? George S. Counts and the Social Study of Education," American Journal of Education 100 (1992): 137-65; R. Freeman Butts, In the First Person Singular: The Foundations of Education. (San Francisco: Caddo Gap Press, 1993); and Geraldine Joncich Clifford and James W. Guthrie, Ed School: A Brief for Professional Education (Chicago: University of Chicago, 1988), pp. 232-37.
3. For accounts of the historical origins of social foundations as a field, see Ellen Condlifie Lagemann, "Prophecy or Profession? George S. Counts and the Social Study of Education," American Journal of Education 100 (1992): 137-65; R. Freeman Butts, In the First Person Singular: The Foundations of Education. (San Francisco: Caddo Gap Press, 1993); and Geraldine Joncich Clifford and James W. Guthrie, Ed School: A Brief for Professional Education (Chicago: University of Chicago, 1988), pp. 232-37.
4. Kenneth A. Sirotnik, "On the Eroding Foundations of Teacher Education," Phi Delta Kappan 71 (1990): 710-16; and Phyllis J. Edmundson, "A Normative Look at the Curriculum in Teacher Education," Phi Delta Kappan 71 (1990): 717-22.
5. Kenneth A. Sirotnik, "On the Eroding Foundations of Teacher Education," Phi Delta Kappan 71 (1990): 710-16; and Phyllis J. Edmundson, "A Normative Look at the Curriculum in Teacher Education," Phi Delta Kappan 71 (1990): 717-22.
6. This line of critique and reconstruction is represented in a set of articles published in a special issue of Teachers College Record (Vol. 91, Spring 1990). See in particular Lee S. Shulman, "Reconnecting Foundations to the Substance of Teacher Education," pp. 300-10; Paul C. Violas, "The Role of History in the Education of Teachers," pp. 370-81; and Harry S. Broudy, "Case Studies - Why and How," pp. 449-59. Also, more recently, see Bill J. Johnston & Karen S. Wetherill, "Increasing the Relevance of Foundations Study: The Case for Case Analysis," Educational Foundations 9 (1995): 33-49.
7. This line of critique and reconstruction is represented in a set of articles published in a special issue of Teachers College Record (Vol. 91, Spring 1990). See in particular Lee S. Shulman, "Reconnecting Foundations to the Substance of Teacher Education," pp. 300-10; Paul C. Violas, "The Role of History in the Education of Teachers," pp. 370-81; and Harry S. Broudy, "Case Studies - Why and How," pp. 449-59. Also, more recently, see Bill J. Johnston & Karen S. Wetherill, "Increasing the Relevance of Foundations Study: The Case for Case Analysis," Educational Foundations 9 (1995): 33-49.
8. This line of critique and reconstruction is represented in a set of articles published in a special issue of Teachers College Record (Vol. 91, Spring 1990). See in particular Lee S. Shulman, "Reconnecting Foundations to the Substance of Teacher Education," pp. 300-10; Paul C. Violas, "The Role of History in the Education of Teachers," pp. 370-81; and Harry S. Broudy, "Case Studies - Why and How," pp. 449-59. Also, more recently, see Bill J. Johnston & Karen S. Wetherill, "Increasing the Relevance of Foundations Study: The Case for Case Analysis," Educational Foundations 9 (1995): 33-49.
9. This line of critique and reconstruction is represented in a set of articles published in a special issue of Teachers College Record (Vol. 91, Spring 1990). See in particular Lee S. Shulman, "Reconnecting Foundations to the Substance of Teacher Education," pp. 300-10; Paul C. Violas, "The Role of History in the Education of Teachers," pp. 370-81; and Harry S. Broudy, "Case Studies - Why and How," pp. 449-59. Also, more recently, see Bill J. Johnston & Karen S. Wetherill, "Increasing the Relevance of Foundations Study: The Case for Case Analysis," Educational Foundations 9 (1995): 33-49.
10. This line of critique and reconstruction is represented in a set of articles published in a special issue of Teachers College Record (Vol. 91, Spring 1990). See in particular Lee S. Shulman, "Reconnecting Foundations to the Substance of Teacher Education," pp. 300-10; Paul C. Violas, "The Role of History in the Education of Teachers," pp. 370-81; and Harry S. Broudy, "Case Studies - Why and How," pp. 449-59. Also, more recently, see Bill J. Johnston & Karen S. Wetherill, "Increasing the Relevance of Foundations Study: The Case for Case Analysis," Educational Foundations 9 (1995): 33-49.
11. These position statements are published and explained in Steven Tozer, "Toward a New Consensus among Social Foundations Educators: Draft Position Paper of the American Educational Studies Association Committee on Academic Standards and Accreditation," Educational Foundations 7 (1993): 5-21. The statement quoted here appears on p. 8. Tozer drafted the AESA position statements in his role as chair of AESA's committee on Academic Standards and Accreditation (CASA). In presenting the statements, Tozer emphasized the essentially political aim of clarifying the value of social foundations for teacher preparation in order to better communicate that value to educators and policymakers, especially those represented in regulating agencies such as the National Council for Accreditation of Teacher Education (NCATE). Tozer's position paper was published together with responses from nine foundations educators: R. Freeman Butts, Donald Warren, Alan H. Jones, Jeffrey Roth, Averil E. McClelland and Normand R. Bernier, Eric Bredo, David E. Washburn, and Amy C. McAninich.
12. This point was made in particular by Eric Bredo, "Reconceiving Social Foundations," Educational Foundations 7 (1993): 65-70.
13. On the tensions between the political and professional aspects of teacher authority, see Bruce A. Kimball, "The Problem of Teachers' Authority in Light of the Structural Analysis of Professions," Educational Theory 38 (1988): 1-9; idem, "The Liberal Profession of Teaching," American Journal of Education 100 (1991): 106-19; and Kenneth M. Zeichner, "Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools," Teachers College Record 92 (1991): 363-79. On the role of social foundations in developing a "disciplined sense of policy-oriented responsibility," see Jeffrey Roth, "Teacher Preparation and Social Foundations," Educational Foundations 7 (1993): 49-55. In using this phrase, Roth himself quoted from the academic and professional standards established by the Council of Learned Societies in Education for instruction in foundations.
14. On the tensions between the political and professional aspects of teacher authority, see Bruce A. Kimball, "The Problem of Teachers' Authority in Light of the Structural Analysis of Professions," Educational Theory 38 (1988): 1-9; idem, "The Liberal Profession of Teaching," American Journal of Education 100 (1991): 106-19; and Kenneth M. Zeichner, "Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools," Teachers College Record 92 (1991): 363-79. On the role of social foundations in developing a "disciplined sense of policy-oriented responsibility," see Jeffrey Roth, "Teacher Preparation and Social Foundations," Educational Foundations 7 (1993): 49-55. In using this phrase, Roth himself quoted from the academic and professional standards established by the Council of Learned Societies in Education for instruction in foundations.
15. On the tensions between the political and professional aspects of teacher authority, see Bruce A. Kimball, "The Problem of Teachers' Authority in Light of the Structural Analysis of Professions," Educational Theory 38 (1988): 1-9; idem, "The Liberal Profession of Teaching," American Journal of Education 100 (1991): 106-19; and Kenneth M. Zeichner, "Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools," Teachers College Record 92 (1991): 363-79. On the role of social foundations in developing a "disciplined sense of policy-oriented responsibility," see Jeffrey Roth, "Teacher Preparation and Social Foundations," Educational Foundations 7 (1993): 49-55. In using this phrase, Roth himself quoted from the academic and professional standards established by the Council of Learned Societies in Education for instruction in foundations.
16. On the tensions between the political and professional aspects of teacher authority, see Bruce A. Kimball, "The Problem of Teachers' Authority in Light of the Structural Analysis of Professions," Educational Theory 38 (1988): 1-9; idem, "The Liberal Profession of Teaching," American Journal of Education 100 (1991): 106-19; and Kenneth M. Zeichner, "Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools," Teachers College Record 92 (1991): 363-79. On the role of social foundations in developing a "disciplined sense of policy-oriented responsibility," see Jeffrey Roth, "Teacher Preparation and Social Foundations," Educational Foundations 7 (1993): 49-55. In using this phrase, Roth himself quoted from the academic and professional standards established by the Council of Learned Societies in Education for instruction in foundations.
17. This view of social foundations as representing a normative stance for teacher education as a whole is represented in John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds. The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990); Sirotnik, "Eroding Foundations"; and Edmundson, "A Normative Look."
18. This view of social foundations as representing a normative stance for teacher education as a whole is represented in John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds. The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990); Sirotnik, "Eroding Foundations"; and Edmundson, "A Normative Look."
19. This view of social foundations as representing a normative stance for teacher education as a whole is represented in John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds. The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990); Sirotnik, "Eroding Foundations"; and Edmundson, "A Normative Look."
20. This point is made in particular by Amy C. McAninch, "A Rejoinder to the CASA Draft: We Need a Theory," Educational Foundations 7 (1993): 77-80.
21. In this article, the phrases "social foundations" and "foundational studies" will be used interchangeably to avoid excessive repetition. I recognize that for some readers foundational studies includes psychological foundations. It is my intent, however, to refer here more specifically to those studies usually included in social foundations.
22. These various efforts at restructuring school governance are sometimes referred to together as the "second wave" of school reform. For discussions that place this broad phenomenon in political and historical context, see Rodney T. Ogawa, "The Institutional Sources of Educational Reform: The Case of School-Based Management," American Educational Research Journal 31 (1994): 519-48; Jesse Goodman, "Change without a Difference: School Restructuring in Historical Perspective," Harvard Educational Review 65 (1995): 1-29; and the eight essays in Jane Hannaway and Martin Carnoy, eds., Decentralization and School Improvement: Can We Fulfill the Promise? (San Francisco: Jossey-Bass for The Consortium for Policy Research in Education, 1993).
23. These various efforts at restructuring school governance are sometimes referred to together as the "second wave" of school reform. For discussions that place this broad phenomenon in political and historical context, see Rodney T. Ogawa, "The Institutional Sources of Educational Reform: The Case of School-Based Management," American Educational Research Journal 31 (1994): 519-48; Jesse Goodman, "Change without a Difference: School Restructuring in Historical Perspective," Harvard Educational Review 65 (1995): 1-29; and the eight essays in Jane Hannaway and Martin Carnoy, eds., Decentralization and School Improvement: Can We Fulfill the Promise? (San Francisco: Jossey-Bass for The Consortium for Policy Research in Education, 1993).
24. These various efforts at restructuring school governance are sometimes referred to together as the "second wave" of school reform. For discussions that place this broad phenomenon in political and historical context, see Rodney T. Ogawa, "The Institutional Sources of Educational Reform: The Case of School-Based Management," American Educational Research Journal 31 (1994): 519-48; Jesse Goodman, "Change without a Difference: School Restructuring in Historical Perspective," Harvard Educational Review 65 (1995): 1-29; and the eight essays in Jane Hannaway and Martin Carnoy, eds., Decentralization and School Improvement: Can We Fulfill the Promise? (San Francisco: Jossey-Bass for The Consortium for Policy Research in Education, 1993).
25. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
26. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
27. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
28. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
29. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
30. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
31. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
32. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
33. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
34. For examples of the frustrations and failures of restructuring efforts, see the studies by Jeffrey Mirel, Carol Weiss, and Michele Foster discussed at length below, as well as Betty Malen, "Enacting Site-Based Management: A Political Utilities Analysis," Educational Evaluation and Policy Analysis 16 (1994): 249-67; idem and Rodney T. Ogawa, "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study," Educational Evaluation and Policy Analysis 10 (1988): 251-70; and Bruce Bimber, The Decentralization Mirage: Comparing Decision Making Arrangements in Four High Schools (Santa Monica, Calif.: RAND, 1994). For surveys of the literatufe on school-based management, see Betty Malen, Rodney T. Ogawa, and Jennifer Kranz, "What Do We Know about School-Based Management? A Case Study of the Literature - A Call for Research," in Choice and Control in American Education, ed. William H. Clune and John F. Witte, Vol II (Philadelphia: Falmer Press, 1990), pp. 289-342; Sharon Conley, "Review of Research on Teacher Participation in School Decision Making," Review of Research in Education 17 (1991): 226-66; and Priscilla Wohlstetter and Allan Odden, "Rethinking School-Based Management Policy and Research," Educational Administration Quarterly 28 (1992): 529-59. The most comprehensive study of the results of shared decision making and site-based management may come from ongoing research on the Chicago-based reform. Preliminary findings from the work of Anthony Bryk and associates suggest that researchers maintain a cautious optimism that decentralization will yield some real school improvement. See Anthony S. Bryk, John Q. Easton, David Kerbow, Sharon G. Rollow, and Penny A. Sebring, "The State of Chicago School Reform," Phi Delta Kappan 76 (1994): 74-87; John O. Easton and Sandra L. Storey, "The Development of Local School Councils," Education and Urban Society 26 (1994): 220-37; G. Alfred Hess, "The Changing Role of Teachers: Moving from Interested Spectators to Engaged Planners," Education and Urban Society 26 (1994): 248-63; and Anthony S. Bryk, Paul E. Deabster, John Q. Easton, Stuart Luppescu and Yeow Men Thum, "Measuring Achievement Gains in the Chicago Public Schools," Education and Urban Society 26 (1994): 306-19.
35. On connections between problems of shared decision making in schools and problems of democratic decision making, see James Traub, "It's Elementary," The New Yorker Magazine 71 (1995): 74-79; Zeichner, "Contradictions and Tensions"; and Amy Gutmann, "Democratic Education in Difficult Times," Teachers College Record 92 (1990): 8-20. Bryk, Easton, and associates have developed concrete measures of the quality of site-based decision-making they call "strong democracy" for their studies of school reform in Chicago (see note 11). On ways long-standing political and social structures shape and limit the possibilities of reform, see David Tyack, "School Governance in the United States: Historical Puzzles and Anomalies," and Hans N. Weiler, "Control Versus Legitimation: The Politics of Ambivalence," in Hannaway and Carnoy, Decentralization and School Improvement, pp. 1-33 and 55-83, respectively; David Tyack and William Tobin, "The 'Grammar' of Schooling: Why Has It Been So Hard to Change?" American Educational Research Journal 31 (1994): 453-80; Thomas James, "State Authority and the Politics of Educational Change," Review of Research in Education 17 (1991): 169-224; and Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984).
36. On connections between problems of shared decision making in schools and problems of democratic decision making, see James Traub, "It's Elementary," The New Yorker Magazine 71 (1995): 74-79; Zeichner, "Contradictions and Tensions"; and Amy Gutmann, "Democratic Education in Difficult Times," Teachers College Record 92 (1990): 8-20. Bryk, Easton, and associates have developed concrete measures of the quality of site-based decision-making they call "strong democracy" for their studies of school reform in Chicago (see note 11). On ways long-standing political and social structures shape and limit the possibilities of reform, see David Tyack, "School Governance in the United States: Historical Puzzles and Anomalies," and Hans N. Weiler, "Control Versus Legitimation: The Politics of Ambivalence," in Hannaway and Carnoy, Decentralization and School Improvement, pp. 1-33 and 55-83, respectively; David Tyack and William Tobin, "The 'Grammar' of Schooling: Why Has It Been So Hard to Change?" American Educational Research Journal 31 (1994): 453-80; Thomas James, "State Authority and the Politics of Educational Change," Review of Research in Education 17 (1991): 169-224; and Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984).
37. On connections between problems of shared decision making in schools and problems of democratic decision making, see James Traub, "It's Elementary," The New Yorker Magazine 71 (1995): 74-79; Zeichner, "Contradictions and Tensions"; and Amy Gutmann, "Democratic Education in Difficult Times," Teachers College Record 92 (1990): 8-20. Bryk, Easton, and associates have developed concrete measures of the quality of site-based decision-making they call "strong democracy" for their studies of school reform in Chicago (see note 11). On ways long-standing political and social structures shape and limit the possibilities of reform, see David Tyack, "School Governance in the United States: Historical Puzzles and Anomalies," and Hans N. Weiler, "Control Versus Legitimation: The Politics of Ambivalence," in Hannaway and Carnoy, Decentralization and School Improvement, pp. 1-33 and 55-83, respectively; David Tyack and William Tobin, "The 'Grammar' of Schooling: Why Has It Been So Hard to Change?" American Educational Research Journal 31 (1994): 453-80; Thomas James, "State Authority and the Politics of Educational Change," Review of Research in Education 17 (1991): 169-224; and Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984).
38. On connections between problems of shared decision making in schools and problems of democratic decision making, see James Traub, "It's Elementary," The New Yorker Magazine 71 (1995): 74-79; Zeichner, "Contradictions and Tensions"; and Amy Gutmann, "Democratic Education in Difficult Times," Teachers College Record 92 (1990): 8-20. Bryk, Easton, and associates have developed concrete measures of the quality of site-based decision-making they call "strong democracy" for their studies of school reform in Chicago (see note 11). On ways long-standing political and social structures shape and limit the possibilities of reform, see David Tyack, "School Governance in the United States: Historical Puzzles and Anomalies," and Hans N. Weiler, "Control Versus Legitimation: The Politics of Ambivalence," in Hannaway and Carnoy, Decentralization and School Improvement, pp. 1-33 and 55-83, respectively; David Tyack and William Tobin, "The 'Grammar' of Schooling: Why Has It Been So Hard to Change?" American Educational Research Journal 31 (1994): 453-80; Thomas James, "State Authority and the Politics of Educational Change," Review of Research in Education 17 (1991): 169-224; and Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984).
39. On connections between problems of shared decision making in schools and problems of democratic decision making, see James Traub, "It's Elementary," The New Yorker Magazine 71 (1995): 74-79; Zeichner, "Contradictions and Tensions"; and Amy Gutmann, "Democratic Education in Difficult Times," Teachers College Record 92 (1990): 8-20. Bryk, Easton, and associates have developed concrete measures of the quality of site-based decision-making they call "strong democracy" for their studies of school reform in Chicago (see note 11). On ways long-standing political and social structures shape and limit the possibilities of reform, see David Tyack, "School Governance in the United States: Historical Puzzles and Anomalies," and Hans N. Weiler, "Control Versus Legitimation: The Politics of Ambivalence," in Hannaway and Carnoy, Decentralization and School Improvement, pp. 1-33 and 55-83, respectively; David Tyack and William Tobin, "The 'Grammar' of Schooling: Why Has It Been So Hard to Change?" American Educational Research Journal 31 (1994): 453-80; Thomas James, "State Authority and the Politics of Educational Change," Review of Research in Education 17 (1991): 169-224; and Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984).
40. On connections between problems of shared decision making in schools and problems of democratic decision making, see James Traub, "It's Elementary," The New Yorker Magazine 71 (1995): 74-79; Zeichner, "Contradictions and Tensions"; and Amy Gutmann, "Democratic Education in Difficult Times," Teachers College Record 92 (1990): 8-20. Bryk, Easton, and associates have developed concrete measures of the quality of site-based decision-making they call "strong democracy" for their studies of school reform in Chicago (see note 11). On ways long-standing political and social structures shape and limit the possibilities of reform, see David Tyack, "School Governance in the United States: Historical Puzzles and Anomalies," and Hans N. Weiler, "Control Versus Legitimation: The Politics of Ambivalence," in Hannaway and Carnoy, Decentralization and School Improvement, pp. 1-33 and 55-83, respectively; David Tyack and William Tobin, "The 'Grammar' of Schooling: Why Has It Been So Hard to Change?" American Educational Research Journal 31 (1994): 453-80; Thomas James, "State Authority and the Politics of Educational Change," Review of Research in Education 17 (1991): 169-224; and Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984).
41. On connections between problems of shared decision making in schools and problems of democratic decision making, see James Traub, "It's Elementary," The New Yorker Magazine 71 (1995): 74-79; Zeichner, "Contradictions and Tensions"; and Amy Gutmann, "Democratic Education in Difficult Times," Teachers College Record 92 (1990): 8-20. Bryk, Easton, and associates have developed concrete measures of the quality of site-based decision-making they call "strong democracy" for their studies of school reform in Chicago (see note 11). On ways long-standing political and social structures shape and limit the possibilities of reform, see David Tyack, "School Governance in the United States: Historical Puzzles and Anomalies," and Hans N. Weiler, "Control Versus Legitimation: The Politics of Ambivalence," in Hannaway and Carnoy, Decentralization and School Improvement, pp. 1-33 and 55-83, respectively; David Tyack and William Tobin, "The 'Grammar' of Schooling: Why Has It Been So Hard to Change?" American Educational Research Journal 31 (1994): 453-80; Thomas James, "State Authority and the Politics of Educational Change," Review of Research in Education 17 (1991): 169-224; and Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984).
42. On connections between problems of shared decision making in schools and problems of democratic decision making, see James Traub, "It's Elementary," The New Yorker Magazine 71 (1995): 74-79; Zeichner, "Contradictions and Tensions"; and Amy Gutmann, "Democratic Education in Difficult Times," Teachers College Record 92 (1990): 8-20. Bryk, Easton, and associates have developed concrete measures of the quality of site-based decision-making they call "strong democracy" for their studies of school reform in Chicago (see note 11). On ways long-standing political and social structures shape and limit the possibilities of reform, see David Tyack, "School Governance in the United States: Historical Puzzles and Anomalies," and Hans N. Weiler, "Control Versus Legitimation: The Politics of Ambivalence," in Hannaway and Carnoy, Decentralization and School Improvement, pp. 1-33 and 55-83, respectively; David Tyack and William Tobin, "The 'Grammar' of Schooling: Why Has It Been So Hard to Change?" American Educational Research Journal 31 (1994): 453-80; Thomas James, "State Authority and the Politics of Educational Change," Review of Research in Education 17 (1991): 169-224; and Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984).
43. On problems of negotiation and conflict among teachers, see the study by Weiss et al., discussed at length below. On the need to prepare teachers for the negotiation and conflict of shared decision making, see Hess, "The Changing Role of Teachers"; Christine Murray, "Rochester's Reforms: The Teachers' Perspective," Educational Policy 6 (1992): 55-71; and Kenneth Zeichner and Daniel P. Liston, "Teaching Student Teachers to Reflect," Harvard Educational Review 57 (1987): 23-48.
44. On problems of negotiation and conflict among teachers, see the study by Weiss et al., discussed at length below. On the need to prepare teachers for the negotiation and conflict of shared decision making, see Hess, "The Changing Role of Teachers"; Christine Murray, "Rochester's Reforms: The Teachers' Perspective," Educational Policy 6 (1992): 55-71; and Kenneth Zeichner and Daniel P. Liston, "Teaching Student Teachers to Reflect," Harvard Educational Review 57 (1987): 23-48.
45. On problems of negotiation and conflict among teachers, see the study by Weiss et al., discussed at length below. On the need to prepare teachers for the negotiation and conflict of shared decision making, see Hess, "The Changing Role of Teachers"; Christine Murray, "Rochester's Reforms: The Teachers' Perspective," Educational Policy 6 (1992): 55-71; and Kenneth Zeichner and Daniel P. Liston, "Teaching Student Teachers to Reflect," Harvard Educational Review 57 (1987): 23-48.
46. Jeffrey Mirel, "School Reform Unplugged: The Bensenville New American Schools Project, 1991-93," American Educational Research Journal 31 (1994): 481-518.
47. Ibid., p. 516; emphasis in original.
48. The pivotal importance of issues of local control in school reform historically is made most clear in Carl Kaestle, Pillars of the Republic: Common Schools and American Society, 1780-1860 (New York: Hill & Wang, 1983), pp. 136-81; and Maris Vinovskis, The Origins of Public High Schools: A Reexamination of the Beverly High School Controversy (Madison: The University of Wisconsin Press, 1985).
49. The pivotal importance of issues of local control in school reform historically is made most clear in Carl Kaestle, Pillars of the Republic: Common Schools and American Society, 1780-1860 (New York: Hill & Wang, 1983), pp. 136-81; and Maris Vinovskis, The Origins of Public High Schools: A Reexamination of the Beverly High School Controversy (Madison: The University of Wisconsin Press, 1985).
50. Mirel, "School Reform Unplugged," p. 516.
51. The classic statement of the intrusiveness of progressive reform generally is Christopher Lasch, "Social Pathologists and the Socialization of Reproduction," in his Haven in a Heartless World (New York: Basic Books, 1977), pp. 3-21. Discussions of the simultaneously inclusive and intrusive nature of the social welfare work of female reformers in child and family services appear in Robyn Muncy, Creating a Female Dominion in American Reform, 1890-1935 (New York: Oxford University Press, 1991); Linda Gordon, Heroes of Their Own Lives: The Politics and History of Family Violence in Boston, 1880-1960 (New York: Viking, 1988); and idem, "Social Insurance and Public Assistance: The Influence of Gender in Welfare Thought in the United States, 1890-1935," American Historical Review 97 (1992): 19-54. With respect to schools, these progressive era conflicts between the authority of social agencies and that of the family can be seen in Judith Rosenberg Raftery, Land of Fair Promise: Politics and Reform in Los Angeles Schools, 1885-1941 (Stanford University Press, 1992); David John Hogan, Class and Reform: School and Society in Chicago, 1880-1930 (Philadelphia: University of Pennsylvania Press, 1985); and Ronald D. Cohen and Raymond A. Mohl, The Paradox of Progressive Education: The Gary Plan and Urban Schooling (Port Washington, N.Y.: Kennikat Press, 1979).
52. The classic statement of the intrusiveness of progressive reform generally is Christopher Lasch, "Social Pathologists and the Socialization of Reproduction," in his Haven in a Heartless World (New York: Basic Books, 1977), pp. 3-21. Discussions of the simultaneously inclusive and intrusive nature of the social welfare work of female reformers in child and family services appear in Robyn Muncy, Creating a Female Dominion in American Reform, 1890-1935 (New York: Oxford University Press, 1991); Linda Gordon, Heroes of Their Own Lives: The Politics and History of Family Violence in Boston, 1880-1960 (New York: Viking, 1988); and idem, "Social Insurance and Public Assistance: The Influence of Gender in Welfare Thought in the United States, 1890-1935," American Historical Review 97 (1992): 19-54. With respect to schools, these progressive era conflicts between the authority of social agencies and that of the family can be seen in Judith Rosenberg Raftery, Land of Fair Promise: Politics and Reform in Los Angeles Schools, 1885-1941 (Stanford University Press, 1992); David John Hogan, Class and Reform: School and Society in Chicago, 1880-1930 (Philadelphia: University of Pennsylvania Press, 1985); and Ronald D. Cohen and Raymond A. Mohl, The Paradox of Progressive Education: The Gary Plan and Urban Schooling (Port Washington, N.Y.: Kennikat Press, 1979).
53. The classic statement of the intrusiveness of progressive reform generally is Christopher Lasch, "Social Pathologists and the Socialization of Reproduction," in his Haven in a Heartless World (New York: Basic Books, 1977), pp. 3-21. Discussions of the simultaneously inclusive and intrusive nature of the social welfare work of female reformers in child and family services appear in Robyn Muncy, Creating a Female Dominion in American Reform, 1890-1935 (New York: Oxford University Press, 1991); Linda Gordon, Heroes of Their Own Lives: The Politics and History of Family Violence in Boston, 1880-1960 (New York: Viking, 1988); and idem, "Social Insurance and Public Assistance: The Influence of Gender in Welfare Thought in the United States, 1890-1935," American Historical Review 97 (1992): 19-54. With respect to schools, these progressive era conflicts between the authority of social agencies and that of the family can be seen in Judith Rosenberg Raftery, Land of Fair Promise: Politics and Reform in Los Angeles Schools, 1885-1941 (Stanford University Press, 1992); David John Hogan, Class and Reform: School and Society in Chicago, 1880-1930 (Philadelphia: University of Pennsylvania Press, 1985); and Ronald D. Cohen and Raymond A. Mohl, The Paradox of Progressive Education: The Gary Plan and Urban Schooling (Port Washington, N.Y.: Kennikat Press, 1979).
54. The classic statement of the intrusiveness of progressive reform generally is Christopher Lasch, "Social Pathologists and the Socialization of Reproduction," in his Haven in a Heartless World (New York: Basic Books, 1977), pp. 3-21. Discussions of the simultaneously inclusive and intrusive nature of the social welfare work of female reformers in child and family services appear in Robyn Muncy, Creating a Female Dominion in American Reform, 1890-1935 (New York: Oxford University Press, 1991); Linda Gordon, Heroes of Their Own Lives: The Politics and History of Family Violence in Boston, 1880-1960 (New York: Viking, 1988); and idem, "Social Insurance and Public Assistance: The Influence of Gender in Welfare Thought in the United States, 1890-1935," American Historical Review 97 (1992): 19-54. With respect to schools, these progressive era conflicts between the authority of social agencies and that of the family can be seen in Judith Rosenberg Raftery, Land of Fair Promise: Politics and Reform in Los Angeles Schools, 1885-1941 (Stanford University Press, 1992); David John Hogan, Class and Reform: School and Society in Chicago, 1880-1930 (Philadelphia: University of Pennsylvania Press, 1985);
55. The classic statement of the intrusiveness of progressive reform generally is Christopher Lasch, "Social Pathologists and the Socialization of Reproduction," in his Haven in a Heartless World (New York: Basic Books, 1977), pp. 3-21. Discussions of the simultaneously inclusive and intrusive nature of the social welfare work of female reformers in child and family services appear in Robyn Muncy, Creating a Female Dominion in American Reform, 1890-1935 (New York: Oxford University Press, 1991); Linda Gordon, Heroes of Their Own Lives: The Politics and History of Family Violence in Boston, 1880-1960 (New York: Viking, 1988); and idem, "Social Insurance and Public Assistance: The Influence of Gender in Welfare Thought in the United States, 1890-1935," American Historical Review 97 (1992): 19-54. With respect to schools, these progressive era conflicts between the authority of social agencies and that of the family can be seen in Judith Rosenberg Raftery, Land of Fair Promise: Politics and Reform in Los Angeles Schools, 1885-1941 (Stanford University Press, 1992); David John Hogan, Class and Reform: School and Society in Chicago, 1880-1930 (Philadelphia: University of Pennsylvania Press, 1985); and Ronald D. Cohen and Raymond A. Mohl, The Paradox of Progressive Education: The Gary Plan and Urban Schooling (Port Washington, N.Y.: Kennikat Press, 1979).
56. The classic statement of the intrusiveness of progressive reform generally is Christopher Lasch, "Social Pathologists and the Socialization of Reproduction," in his Haven in a Heartless World (New York: Basic Books, 1977), pp. 3-21. Discussions of the simultaneously inclusive and intrusive nature of the social welfare work of female reformers in child and family services appear in Robyn Muncy, Creating a Female Dominion in American Reform, 1890-1935 (New York: Oxford University Press, 1991); Linda Gordon, Heroes of Their Own Lives: The Politics and History of Family Violence in Boston, 1880-1960 (New York: Viking, 1988); and idem, "Social Insurance and Public Assistance: The Influence of Gender in Welfare Thought in the United States, 1890-1935," American Historical Review 97 (1992): 19-54. With respect to schools, these progressive era conflicts between the authority of social agencies and that of the family can be seen in Judith Rosenberg Raftery, Land of Fair Promise: Politics and Reform in Los Angeles Schools, 1885-1941 (Stanford University Press, 1992); David John Hogan, Class and Reform: School and Society in Chicago, 1880-1930 (Philadelphia: University of Pennsylvania Press, 1985); and Ronald D. Cohen and Raymond A. Mohl, The Paradox of Progressive Education: The Gary Plan and Urban Schooling (Port Washington, N.Y.: Kennikat Press, 1979).
57. The classic statement of the intrusiveness of progressive reform generally is Christopher Lasch, "Social Pathologists and the Socialization of Reproduction," in his Haven in a Heartless World (New York: Basic Books, 1977), pp. 3-21. Discussions of the simultaneously inclusive and intrusive nature of the social welfare work of female reformers in child and family services appear in Robyn Muncy, Creating a Female Dominion in American Reform, 1890-1935 (New York: Oxford University Press, 1991); Linda Gordon, Heroes of Their Own Lives: The Politics and History of Family Violence in Boston, 1880-1960 (New York: Viking, 1988); and idem, "Social Insurance and Public Assistance: The Influence of Gender in Welfare Thought in the United States, 1890-1935," American Historical Review 97 (1992): 19-54. With respect to schools, these progressive era conflicts between the authority of social agencies and that of the family can be seen in Judith Rosenberg Raftery, Land of Fair Promise: Politics and Reform in Los Angeles Schools, 1885-1941 (Stanford University Press, 1992); David John Hogan, Class and Reform: School and Society in Chicago, 1880-1930 (Philadelphia: University of Pennsylvania Press, 1985); and Ronald D. Cohen and Raymond A. Mohl, The Paradox of Progressive Education: The Gary Plan and Urban Schooling (Port Washington, N.Y.: Kennikat Press, 1979).
58. Wayne Urban, "Organized Teachers and Educational Reform during the Progressive Era: 1890-1920," History of Education Quarterly 16 (1976): 35-52; idem, Why Teachers Organized (Detroit: Wayne State University Press, 1982); Marjorie Murphy, Blackboard Unions: The AFT and the NEA, 1900-1980 (Ithaca, N.Y.: Cornell University Press, 1990); Bryce Nelson, Good Schools: The Seattle Public School System, 1901-1930 (Seattle: University of Washington Press, 1988); Jeffrey E. Mirel, "Progressive School Reform in Comparative Perspective," in Southern Cities, Southern Schools: Public Education in the Urban South, ed David N. Plank and Rick Ginsberg (Westport, Conn.: Greenwood Press, 1990), pp. 152-74; and Paul E. Peterson, The Politics of School Reform, 1870-1940 (Chicago: University of Chicago Press, 1985).
59. Wayne Urban, "Organized Teachers and Educational Reform during the Progressive Era: 1890-1920," History of Education Quarterly 16 (1976): 35-52; idem, Why Teachers Organized (Detroit: Wayne State University Press, 1982); Marjorie Murphy, Blackboard Unions: The AFT and the NEA, 1900-1980 (Ithaca, N.Y.: Cornell University Press, 1990); Bryce Nelson, Good Schools: The Seattle Public School System, 1901-1930 (Seattle: University of Washington Press, 1988); Jeffrey E. Mirel, "Progressive School Reform in Comparative Perspective," in Southern Cities, Southern Schools: Public Education in the Urban South, ed David N. Plank and Rick Ginsberg (Westport, Conn.: Greenwood Press, 1990), pp. 152-74; and Paul E. Peterson, The Politics of School Reform, 1870-1940 (Chicago: University of Chicago Press, 1985).
60. Wayne Urban, "Organized Teachers and Educational Reform during the Progressive Era: 1890-1920," History of Education Quarterly 16 (1976): 35-52; idem, Why Teachers Organized (Detroit: Wayne State University Press, 1982); Marjorie Murphy, Blackboard Unions: The AFT and the NEA, 1900-1980 (Ithaca, N.Y.: Cornell University Press, 1990); Bryce Nelson, Good Schools: The Seattle Public School System, 1901-1930 (Seattle: University of Washington Press, 1988); Jeffrey E. Mirel, "Progressive School Reform in Comparative Perspective," in Southern Cities, Southern Schools: Public Education in the Urban South, ed David N. Plank and Rick Ginsberg (Westport, Conn.: Greenwood Press, 1990), pp. 152-74; and Paul E. Peterson, The Politics of School Reform, 1870-1940 (Chicago: University of Chicago Press, 1985).
61. Wayne Urban, "Organized Teachers and Educational Reform during the Progressive Era: 1890-1920," History of Education Quarterly 16 (1976): 35-52; idem, Why Teachers Organized (Detroit: Wayne State University Press, 1982); Marjorie Murphy, Blackboard Unions: The AFT and the NEA, 1900-1980 (Ithaca, N.Y.: Cornell University Press, 1990); Bryce Nelson, Good Schools: The Seattle Public School System, 1901-1930 (Seattle: University of Washington Press, 1988); Jeffrey E. Mirel, "Progressive School Reform in Comparative Perspective," in Southern Cities, Southern Schools: Public Education in the Urban South, ed David N. Plank and Rick Ginsberg (Westport, Conn.: Greenwood Press, 1990), pp. 152-74; and Paul E. Peterson, The Politics of School Reform, 1870-1940 (Chicago: University of Chicago Press, 1985).
62. Wayne Urban, "Organized Teachers and Educational Reform during the Progressive Era: 1890-1920," History of Education Quarterly 16 (1976): 35-52; idem, Why Teachers Organized (Detroit: Wayne State University Press, 1982); Marjorie Murphy, Blackboard Unions: The AFT and the NEA, 1900-1980 (Ithaca, N.Y.: Cornell University Press, 1990); Bryce Nelson, Good Schools: The Seattle Public School System, 1901-1930 (Seattle: University of Washington Press, 1988); Jeffrey E. Mirel, "Progressive School Reform in Comparative Perspective," in Southern Cities, Southern Schools: Public Education in the Urban South, ed David N. Plank and Rick Ginsberg (Westport, Conn.: Greenwood Press, 1990), pp. 152-74; and Paul E. Peterson, The Politics of School Reform, 1870-1940 (Chicago: University of Chicago Press, 1985).
63. Wayne Urban, "Organized Teachers and Educational Reform during the Progressive Era: 1890-1920," History of Education Quarterly 16 (1976): 35-52; idem, Why Teachers Organized (Detroit: Wayne State University Press, 1982); Marjorie Murphy, Blackboard Unions: The AFT and the NEA, 1900-1980 (Ithaca, N.Y.: Cornell University Press, 1990); Bryce Nelson, Good Schools: The Seattle Public School System, 1901-1930 (Seattle: University of Washington Press, 1988); Jeffrey E. Mirel, "Progressive School Reform in Comparative Perspective," in Southern Cities, Southern Schools: Public Education in the Urban South, ed David N. Plank and Rick Ginsberg (Westport, Conn.: Greenwood Press, 1990), pp. 152-74; and Paul E. Peterson, The Politics of School Reform, 1870-1940 (Chicago: University of Chicago Press, 1985).
64. Mirel, "School Reform Unplugged," p. 516.
65. Carol Weiss, Joseph Cambone, and Alexander Wyeth, "Trouble in Paradise: Teacher Conflicts and Shared Decision-Making," Educational Administration Quarterly 28 (1992): 350-67.
66. On the political dimensions of teacher participation (or lack thereof) in school decision making, see the study by Michèle Foster discussed at length below, and Andrew Gidin and Frank Margonis, "The Political Aspect of Reform: Teacher Resistance as Good Sense," American Journal of Education 103 (1995): 377-406.
67. Weiss et al., "Trouble in Paradise," p. 354.
68. Ibid., p. 361.
69. Ibid. Emphasis in original.
70. Thomas F. Green, Public Speech, Eighteenth DeGarmo Lecture of the Society of Professors of Education (San Francisco: Caddo Gap Press for the Society, 1993).
71. Weiss et al., "Trouble in Paradise," p. 362.
72. Magdalene Lampert, "How Do Teachers Manage to Teach? Perspectives on Problems in Practice," Harvard Educational Review 55 (1985): 178-94.
73. Ibid. p. 185.
74. Ibid.
75. On ways both content and professional knowledge enable teachers to recognize and manage teaching dilemmas, see Lee Shulman, "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review 57 (1987): 1-22; Suzanne M. Wilson and Samuel S. Wineburg, "Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers," American Educational Research Journal 30 (1993): 729-69; Pamela Lynn Grossman, The Making of a Teacher: Teacher Knowledge and Teacher Education (New York: Teachers College Press, 1990); and idem and Susan S. Stodolsky, "Content as Context: The Role of School Subjects in Secondary School Teaching," Educational Researcher 24 (1995): 5-11.
76. On ways both content and professional knowledge enable teachers to recognize and manage teaching dilemmas, see Lee Shulman, "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review 57 (1987): 1-22; Suzanne M. Wilson and Samuel S. Wineburg, "Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers," American Educational Research Journal 30 (1993): 729-69; Pamela Lynn Grossman, The Making of a Teacher: Teacher Knowledge and Teacher Education (New York: Teachers College Press, 1990); and idem and Susan S. Stodolsky, "Content as Context: The Role of School Subjects in Secondary School Teaching," Educational Researcher 24 (1995): 5-11.
77. On ways both content and professional knowledge enable teachers to recognize and manage teaching dilemmas, see Lee Shulman, "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review 57 (1987): 1-22; Suzanne M. Wilson and Samuel S. Wineburg, "Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers," American Educational Research Journal 30 (1993): 729-69; Pamela Lynn Grossman, The Making of a Teacher: Teacher Knowledge and Teacher Education (New York: Teachers College Press, 1990); and idem and Susan S. Stodolsky, "Content as Context: The Role of School Subjects in Secondary School Teaching," Educational Researcher 24 (1995): 5-11.
78. On ways both content and professional knowledge enable teachers to recognize and manage teaching dilemmas, see Lee Shulman, "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review 57 (1987): 1-22; Suzanne M. Wilson and Samuel S. Wineburg, "Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers," American Educational Research Journal 30 (1993): 729-69; Pamela Lynn Grossman, The Making of a Teacher: Teacher Knowledge and Teacher Education (New York: Teachers College Press, 1990); and idem and Susan S. Stodolsky, "Content as Context: The Role of School Subjects in Secondary School Teaching," Educational Researcher 24 (1995): 5-11.
79. These reflections were made by students both orally and in writing in March 1995.
80. Mirel, "School Reform Unplugged." For more examples, and more thorough treatment, of the enduring problem of unequal gender dynamics in classrooms, see Peggy Orenstein, in association with the American Association of University Women, Schoolgirls: Young Women, Self-Esteem and the Confidence Gap (New York: Doubleday, 1994).
81. Lampert, "How Do Teachers Manage to Teach?" This phrasing of one of the purposes of social foundations in teacher education is derived in large part from Donald Warren, "A Wake-Up Call to the Social Foundations of Education," Educational Foundations (1993): 35-39.
82. Lampert, "How Do Teachers Manage to Teach?" This phrasing of one of the purposes of social foundations in teacher education is derived in large part from Donald Warren, "A Wake-Up Call to the Social Foundations of Education," Educational Foundations (1993): 35-39.
83. Michele Foster, "The Role of Community and Culture in School Reform Efforts: Examining the View of African-American Teachers," Educational Foundations 8 (1994): 5-26.
84. On this idea of hearing and being heard see Green, Public Speech. On the importance of multicultural education for making it possible for multiple voices to be heard, see James A. Banks, "Multicultural Education: For Freedom's Sake," Educational Leadership 41 (1991/1992): 32-36; idem, "Citizenship Education for a Pluralistic Democratic Society," The Social Studies 81 (1990): 210-14; Charles Taylor et al., Multiculturalism and "The Politics of Recognition" (Princeton: Princeton University Press, 1992), especially the comment by Susan Wolf, pp. 75-85; Donna Kerr, "Democracy, Nurturance and Community," in Democracy, Education and the Schools, ed. Roger Soder (San Francisco: Jossey-Bass, 1996), pp. 37-68; and Walter Parker, "Curriculum for Democracy," in ibid., pp. 182-210.
85. On this idea of hearing and being heard see Green, Public Speech. On the importance of multicultural education for making it possible for multiple voices to be heard, see James A. Banks, "Multicultural Education: For Freedom's Sake," Educational Leadership 41 (1991/1992): 32-36; idem, "Citizenship Education for a Pluralistic Democratic Society," The Social Studies 81 (1990): 210-14; Charles Taylor et al., Multiculturalism and "The Politics of Recognition" (Princeton: Princeton University Press, 1992), especially the comment by Susan Wolf, pp. 75-85; Donna Kerr, "Democracy, Nurturance and Community," in Democracy, Education and the Schools, ed. Roger Soder (San Francisco: Jossey-Bass, 1996), pp. 37-68; and Walter Parker, "Curriculum for Democracy," in ibid., pp. 182-210.
86. On this idea of hearing and being heard see Green, Public Speech. On the importance of multicultural education for making it possible for multiple voices to be heard, see James A. Banks, "Multicultural Education: For Freedom's Sake," Educational Leadership 41 (1991/1992): 32-36; idem, "Citizenship Education for a Pluralistic Democratic Society," The Social Studies 81 (1990): 210-14; Charles Taylor et al., Multiculturalism and "The Politics of Recognition" (Princeton: Princeton University Press, 1992), especially the comment by Susan Wolf, pp. 75-85; Donna Kerr, "Democracy, Nurturance and Community," in Democracy, Education and the Schools, ed. Roger Soder (San Francisco: Jossey-Bass, 1996), pp. 37-68; and Walter Parker, "Curriculum for Democracy," in ibid., pp. 182-210.
87. On this idea of hearing and being heard see Green, Public Speech. On the importance of multicultural education for making it possible for multiple voices to be heard, see James A. Banks, "Multicultural Education: For Freedom's Sake," Educational Leadership 41 (1991/1992): 32-36; idem, "Citizenship Education for a Pluralistic Democratic Society," The Social Studies 81 (1990): 210-14; Charles Taylor et al., Multiculturalism and "The Politics of Recognition" (Princeton: Princeton University Press, 1992), especially the comment by Susan Wolf, pp. 75-85; Donna Kerr, "Democracy, Nurturance and Community," in Democracy, Education and the Schools, ed. Roger Soder (San Francisco: Jossey-Bass, 1996), pp. 37-68; and Walter Parker, "Curriculum for Democracy," in ibid., pp. 182-210.
88. On this idea of hearing and being heard see Green, Public Speech. On the importance of multicultural education for making it possible for multiple voices to be heard, see James A. Banks, "Multicultural Education: For Freedom's Sake," Educational Leadership 41 (1991/1992): 32-36; idem, "Citizenship Education for a Pluralistic Democratic Society," The Social Studies 81 (1990): 210-14; Charles Taylor et al., Multiculturalism and "The Politics of Recognition" (Princeton: Princeton University Press, 1992), especially the comment by Susan Wolf, pp. 75-85; Donna Kerr, "Democracy, Nurturance and Community," in Democracy, Education and the Schools, ed. Roger Soder (San Francisco: Jossey-Bass, 1996), pp. 37-68; and Walter Parker, "Curriculum for Democracy," in ibid., pp. 182-210.
89. On this idea of hearing and being heard see Green, Public Speech. On the importance of multicultural education for making it possible for multiple voices to be heard, see James A. Banks, "Multicultural Education: For Freedom's Sake," Educational Leadership 41 (1991/1992): 32-36; idem, "Citizenship Education for a Pluralistic Democratic Society," The Social Studies 81 (1990): 210-14; Charles Taylor et al., Multiculturalism and "The Politics of Recognition" (Princeton: Princeton University Press, 1992), especially the comment by Susan Wolf, pp. 75-85; Donna Kerr, "Democracy, Nurturance and Community," in Democracy, Education and the Schools, ed. Roger Soder (San Francisco: Jossey-Bass, 1996), pp. 37-68; and Walter Parker, "Curriculum for Democracy," in ibid., pp. 182-210.
90. On renegotiating the culture of schools and the relationships between schools and surrounding communities, see Zeichner, "Contradictions and Tensions"; James P. Comer, "Home-School Relationships as They Affect the Academic Success of Children," Education and Urban Society 16 (1984): 323-37; Gloria Ladson-Billings, "Toward a Theory of Culturally Relevant Pedagogy," American Educational Research Journal 32 (1995): 465-91; and Lisa Delpit, Other People's Children: Cultural Conflict in the Classroom (New York: The New Press, 1995), especially pp. 73-104.
91. On renegotiating the culture of schools and the relationships between schools and surrounding communities, see Zeichner, "Contradictions and Tensions"; James P. Comer, "Home-School Relationships as They Affect the Academic Success of Children," Education and Urban Society 16 (1984): 323-37; Gloria Ladson-Billings, "Toward a Theory of Culturally Relevant Pedagogy," American Educational Research Journal 32 (1995): 465-91; and Lisa Delpit, Other People's Children: Cultural Conflict in the Classroom (New York: The New Press, 1995), especially pp. 73-104.
92. On renegotiating the culture of schools and the relationships between schools and surrounding communities, see Zeichner, "Contradictions and Tensions"; James P. Comer, "Home-School Relationships as They Affect the Academic Success of Children," Education and Urban Society 16 (1984): 323-37; Gloria Ladson-Billings, "Toward a Theory of Culturally Relevant Pedagogy," American Educational Research Journal 32 (1995): 465-91; and Lisa Delpit, Other People's Children: Cultural Conflict in the Classroom (New York: The New Press, 1995), especially pp. 73-104.
93. On renegotiating the culture of schools and the relationships between schools and surrounding communities, see Zeichner, "Contradictions and Tensions"; James P. Comer, "Home-School Relationships as They Affect the Academic Success of Children," Education and Urban Society 16 (1984): 323-37; Gloria Ladson-Billings, "Toward a Theory of Culturally Relevant Pedagogy," American Educational Research Journal 32 (1995): 465-91; and Lisa Delpit, Other People's Children: Cultural Conflict in the Classroom (New York: The New Press, 1995), especially pp. 73-104.
94. For this way of framing the possibility of critical evaluation I am indebted to Deborah Kerdeman and Kenneth A. Sirotnik. See Sirotnik, "Critical Inquiry: A Paradigm for Praxis" in Forms of Curriculum Inquiry, ed. Edmund C. Short (New York: State University of New York Press, 1991) pp. 243-58.
95. Some interesting insights into what might be called the education of "democratic character" are coming out of work on the use of story-making in teaching. See, for example, Kerr, "Democracy, Nurturance and Community"; Vivian Gussin Paley, Wally's Stories: Conversations in the Kindergarten (Cambridge: Harvard University Press, 1981); idem, The Boy Who Would Be a Helicopter (Cambridge: Harvard University Press, 1990); and Jaylynne N. Hutchinson, "Education and Dignity: Paying Attention to Stories" (Ph.D. diss., University of Washington, 1995).
96. Some interesting insights into what might be called the education of "democratic character" are coming out of work on the use of story-making in teaching. See, for example, Kerr, "Democracy, Nurturance and Community"; Vivian Gussin Paley, Wally's Stories: Conversations in the Kindergarten (Cambridge: Harvard University Press, 1981); idem, The Boy Who Would Be a Helicopter (Cambridge: Harvard University Press, 1990); and Jaylynne N. Hutchinson, "Education and Dignity: Paying Attention to Stories" (Ph.D. diss., University of Washington, 1995).
97. Some interesting insights into what might be called the education of "democratic character" are coming out of work on the use of story-making in teaching. See, for example, Kerr, "Democracy, Nurturance and Community"; Vivian Gussin Paley, Wally's Stories: Conversations in the Kindergarten (Cambridge: Harvard University Press, 1981); idem, The Boy Who Would Be a Helicopter (Cambridge: Harvard University Press, 1990); and Jaylynne N. Hutchinson, "Education and Dignity: Paying Attention to Stories" (Ph.D. diss., University of Washington, 1995).
98. Some interesting insights into what might be called the education of "democratic character" are coming out of work on the use of story-making in teaching. See, for example, Kerr, "Democracy, Nurturance and Community"; Vivian Gussin Paley, Wally's Stories: Conversations in the Kindergarten (Cambridge: Harvard University Press, 1981); idem, The Boy Who Would Be a Helicopter (Cambridge: Harvard University Press, 1990); and Jaylynne N. Hutchinson, "Education and Dignity: Paying Attention to Stories" (Ph.D. diss., University of Washington, 1995).
99. Lampert, "How Do Teachers Manage to Teach?"
100. For this insight into the dialogic character of reflection I am indebted to Deborah Kerdeman and her work on the self-understanding of teachers. See Kerdeman, "Out of Eden: Hermeneutics and the Education of Person" (under review); and idem, "Some Thoughts about Hermeneutics and Religious Education," Religious Education (forthcoming). Also, see Nicholas Burbules and Suzanne Rice, "Dialogue across Differences: Continuing the Conversation," Harvard Educational Review 61 (1991): 1-25; and Vivian Gussin Paley, Kwanzaa and Me: A Teacher's Story (Cambridge: Harvard University Press, 1996).
101. For this insight into the dialogic character of reflection I am indebted to Deborah Kerdeman and her work on the self-understanding of teachers. See Kerdeman, "Out of Eden: Hermeneutics and the Education of Person" (under review); and idem, "Some Thoughts about Hermeneutics and Religious Education," Religious Education (forthcoming). Also, see Nicholas Burbules and Suzanne Rice, "Dialogue across Differences: Continuing the Conversation," Harvard Educational Review 61 (1991): 1-25; and Vivian Gussin Paley, Kwanzaa and Me: A Teacher's Story (Cambridge: Harvard University Press, 1996).
102. For this insight into the dialogic character of reflection I am indebted to Deborah Kerdeman and her work on the self-understanding of teachers. See Kerdeman, "Out of Eden: Hermeneutics and the Education of Person" (under review); and idem, "Some Thoughts about Hermeneutics and Religious Education," Religious Education (forthcoming). Also, see Nicholas Burbules and Suzanne Rice, "Dialogue across Differences: Continuing the Conversation," Harvard Educational Review 61 (1991): 1-25; and Vivian Gussin Paley, Kwanzaa and Me: A Teacher's Story (Cambridge: Harvard University Press, 1996).
103. For this insight into the dialogic character of reflection I am indebted to Deborah Kerdeman and her work on the self-understanding of teachers. See Kerdeman, "Out of Eden: Hermeneutics and the Education of Person" (under review); and idem, "Some Thoughts about Hermeneutics and Religious Education," Religious Education (forthcoming). Also, see Nicholas Burbules and Suzanne Rice, "Dialogue across Differences: Continuing the Conversation," Harvard Educational Review 61 (1991): 1-25; and Vivian Gussin Paley, Kwanzaa and Me: A Teacher's Story (Cambridge: Harvard University Press, 1996).