Sustaining and Extending Educational Renewal

Phi Delta Kappan

Volumn 77, Issue NOV, 1996, Pages 228-234

  Goodlad, John I ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0348088780     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (24)

1. For a historical perspective on the roles and interplay of morality and efficiency as justifications for school reform, see Timothy J. McMannon, Morality, Efficiency, and Reform: An Interpretation of the History of American Education (Seattle: Institute for Educational Inquiry, Work in Progress Series, No. 5, 1995).
2. Lynn Olson, "Schools, Universities in 10 States Have Joined Goodlad's Network for Educational Renewal," Education Week, 30 April 1986, pp. 1, 16.
3. Seymour B. Sarason, The Creation of Settings and the Future Societies ( San Francisco: Jossey-Bass, 1972).
4. John I. Goodlad, "Linking Schools and Universities: Symbiotic Partnerships," Center for Educational Renewal, Occasional Paper No. 1, College of Education, University of Washington, Seattle, 1986; revised 1987.
5. For a comprehensive analysis, see Steve Farcus and Jean Johnson, Divided Within, Besieged Without (New York: Public Agenda Foundation, 1993).
6. For a detailed account of these and other school/ university collaboratives and for analyses of the problems and issues involved, see Kenneth A. Sirotnik and John I. Goodlad, eds., School-University Partnerships in Action: Concepts, Cases, and Concerns (New York: Teachers College Press, 1988).
7. Two landmark advocacy reports are: Task Force on Teaching as a Profession, A Nation Prepared: Teachers for the 21st Century (Washington, D.C.: Carnegie Forum on Education and the Economy, 1986); and Tomorrow's Teachers: A Report of the Holmes Group (East Lansing, Mich.: Holmes Group, 1986).
8. Two landmark advocacy reports are: Task Force on Teaching as a Profession, A Nation Prepared: Teachers for the 21st Century (Washington, D.C.: Carnegie Forum on Education and the Economy, 1986); and Tomorrow's Teachers: A Report of the Holmes Group (East Lansing, Mich.: Holmes Group, 1986).
9. One of these books addressed conditions that put young people at risk: John I. Goodlad and Pamela Keating, eds., Access to Knowledge: An Agenda for Our Nation's Schools (New York: College Entrance Examination Board, 1990). The other three reported on the Study of the Education of Educators: John I. Goodlad, Teachers for Our Nation's Schools (San Francisco: Jossey-Bass, 1990); John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990); and idem, eds., Places Where Teachers Are Taught (San Francisco: Jossey-Bass, 1990).
10. One of these books addressed conditions that put young people at risk: John I. Goodlad and Pamela Keating, eds., Access to Knowledge: An Agenda for Our Nation's Schools (New York: College Entrance Examination Board, 1990). The other three reported on the Study of the Education of Educators: John I. Goodlad, Teachers for Our Nation's Schools (San Francisco: Jossey-Bass, 1990); John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990); and idem, eds., Places Where Teachers Are Taught (San Francisco: Jossey-Bass, 1990).
11. One of these books addressed conditions that put young people at risk: John I. Goodlad and Pamela Keating, eds., Access to Knowledge: An Agenda for Our Nation's Schools (New York: College Entrance Examination Board, 1990). The other three reported on the Study of the Education of Educators: John I. Goodlad, Teachers for Our Nation's Schools (San Francisco: Jossey-Bass, 1990); John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990); and idem, eds., Places Where Teachers Are Taught (San Francisco: Jossey-Bass, 1990).
12. One of these books addressed conditions that put young people at risk: John I. Goodlad and Pamela Keating, eds., Access to Knowledge: An Agenda for Our Nation's Schools (New York: College Entrance Examination Board, 1990). The other three reported on the Study of the Education of Educators: John I. Goodlad, Teachers for Our Nation's Schools (San Francisco: Jossey-Bass, 1990); John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik, eds., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990); and idem, eds., Places Where Teachers Are Taught (San Francisco: Jossey-Bass, 1990).
13. See John I. Goodlad, "Unpacking the Postulates," in idem, Educational Renewal: Better Teachers, Better Schools (San Francisco: Jossey-Bass, 1994), chap. 3.
14. Hal A. Lawson, "Expanding the Goodlad Agenda: Interprofessional Education and Community Collaboration in Service of Vulnerable Children, Youth, and Families," Holistic Education Review, Spring 1996, pp. 20-34.
15. There emerged from this process four handbooks devoted to specific groups. All were originally published in 1989 and recently revised. They fall under the rubric of "Advancing the Agenda for Teacher Education in a Democracy." See What Business Leaders Can Do to Help Change Teacher Education, What College and University Leaders Can Do to Help Change Teacher Education, What School Leaders Can Do to Help Change Teacher Education, and What State Leaders Can Do to Help Change Teacher Education, rev. eds. (Washington, D.C.: American Association of Colleges for Teacher Education, 1996).
16. For reports on this part of the agenda, see Russell Osguthorpe et al., eds., Partner Schools: Centers for Educational Renewal (San Francisco: Jossey-Bass, 1995).
17. John I. Goodlad, "Reflections on Agendas," Center Correspondent, Center for Educational Renewal, University of Washington, October 1993, pp. 1, 23-25.
18. Wilma Smith and Donna Hughes, Leadership Program Resource Package (Seattle: Institute for Educational Inquiry, 1995). Senior fellows seen in action on videotapes are James Comer, Linda Darling-Hammond, Gary Fenstermacher, Howard Gardner, and Theodore Sizer.
19. For progress reports from most settings in 1994 and 1995, see the Spring/Summer 1994 and Spring/ Summer 1995 issues of the Record in Educational Leadership.
20. Benjamin R. Barber, An Aristocracy of Everyone: The Politics of Education and the Future of America (New York: Ballantine, 1992), p. 5.
21. Josiah Lee Auspitz, "Michael Oakeshott: 1901-1990," American Scholar, vol. 60, 1991, pp. 351-70.
22. Recent and ongoing inquiry is reported in the following books: Roger Soder, ed., Democracy, Education, and the Schools (San Francisco: Jossey-Bass, 1996); John I. Goodlad, In Praise of Education (New York: Teachers College Press, forthcoming); and John I. Goodlad and Timothy J. McMannon, eds., The Public Purpose of Education and Schooling (San Francisco: Jossey-Bass, forthcoming).
23. Recent and ongoing inquiry is reported in the following books: Roger Soder, ed., Democracy, Education, and the Schools (San Francisco: Jossey-Bass, 1996); John I. Goodlad, In Praise of Education (New York: Teachers College Press, forthcoming); and John I. Goodlad and Timothy J. McMannon, eds., The Public Purpose of Education and Schooling (San Francisco: Jossey-Bass, forthcoming).
24. Recent and ongoing inquiry is reported in the following books: Roger Soder, ed., Democracy, Education, and the Schools (San Francisco: Jossey-Bass, 1996); John I. Goodlad, In Praise of Education (New York: Teachers College Press, forthcoming); and John I. Goodlad and Timothy J. McMannon, eds., The Public Purpose of Education and Schooling (San Francisco: Jossey-Bass, forthcoming).