School reform: the flatworm in a flat world: from entropy to renewal through indigenous invention

Teachers College Record

Volumn 111, Issue 5, 2009, Pages 1328-1351

  Hechman, Paul E ^a   Montera, Viki L ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b SONOMA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 67149116834     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (45)

1. John I. Goodlad, Educational Renewal: Better Teachers, Better Schools(San Francisco: Jossey-Bass, 1994); National Commission on Excellence in Education, A Nation at Risk(Washington, DC: U.S. Department of Education, 1983); Theodore Sizer, The Red Pencil: Convictions from Experience in Education(New Haven, CT: Yale University Press, 2004).
2. John H. Lienhard, How Invention Begins: Echoes of Old Voices in the Rise of New Machines(Oxford: Oxford University Press, 2006).
3. No Child Left Behind Legislative Act of 2001, U.S. Government Printing Office and Public Law 107-110, the (Washington, DC: U.S. Department of Education, 2001).
4. W. Richard Scott, Organizations: Rational, Natural, and Open Systems(Englewood Cliffs, NJ: Prentice Hall, 1992), 84; J. Scott Turner, The Extended Organism: The Physiology of Animal-Built Structures (Cambridge, MA: Harvard University Press, 2000), 11.
5. Richard Florida, The Rise of the Creative Class: And How It's Transforming Work, Leisure, Community, and Everyday Life(New York: Basic Books, 2002); Pat Fallon and Fred Senn, Juicing the Orange: How to Turn Creativity into a Powerful Business Advantage(Boston: Harvard Business School Press, 2006).
6. Lawrence A. Cremin, Traditions of American Education(New York: Basic Books, 1976), 50.
7. David L. Angus, Jeffrey Mirel, and Maris A. Vinovskis, "Historical Development of Age Stratification in Schooling," Teachers College Record90 (1988): 211-36.
8. Raymond Callahan, Education and the Cult of Efficiency: A Study of the SocialForces That Have Shaped the Administration of the Public Schools(Chicago: University of Chicago Press, 1962).
9. John I. Goodlad, A Place Called School: Prospects for the Future(New York: McGraw-Hill, 1984).
10. John Schwartz, "Professors Vie with Web for Class's Attentions," New York Times, January 2, 2003.
11. Raw materials such as wood and steel are also without consciousness and intention.
12. Larry Cuban, "Computers Meet the Classroom: Classroom Wins," Teachers College Record95 (1993): 185-210.
13. Jerome Kagan, Three Seductive Ideas(Cambridge, MA: Harvard University Press, 1998), 48.
14. Barbara T. Bowman, M. Suzanne Donovan, and M. Susan Burns, eds., Eager to Learn: Educating Our Preschoolers(Washington, DC: National Academy Press, 2001), 59.
15. Jack P. Shonkoff and Deborah A. Phillips, eds., From Neurons to Neighborhoods: The Science of Early Child Development(Washington, DC: National Academy Press, 2000), 28.
16. Jeremy Campbell, The Improbably Machine: What the Upheavals in Artificial Intelligence Research Reveal about How the Mind Really Works(New York: Simon and Schuster, 1989), 50-51; Bradd Shore, Culture in Mind: Cognition, Culture, and the Problem of Meaning(New York: Oxford University Press, 1996), 156-58.
17. The recorded knowledge of humankind, while extensive in the mid-1800s, in no way approximates the record of knowledge that now exists in the 21st-first century for all fields of study. It may have made sense in the 1850s to take what was considered important human knowledge, list it, and then break into chunks to be learned in nine-month periods. Such listing and breaking into parts makes far less sense in today's rapidly changing world and developing knowledge bases.
18. Jeff Hawkins with Sandra Blakeslee, On Intelligence(New York: Times Books, Henry Holt and Company, 2004), 75.
19. Goodlad, A Place Called School, 93-129.
20. Alison Gopnik, Andrew N. Meltzoff, and Patricia K. Kuhl, The Scientist in the Crib: What Early Learning Tells Us about the Mind(New York: Harper-Collins [Perennial Edition], 2001); John T. Bruer, The Myth of the First Three Years: A New Understanding of Early Brain Development and Lifelong Learning(New York: Free Press 1999).
21. Campbell, The Improbable Machine, 69-70.
22. John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds., How People Learn: Brain, Mind, Experience, and School(Washington, DC: National Academy Press, 1999), 10-11.
23. Ellen Langer, The Power of Mindful Learning(Reading, MA: Addison-Wesley, 1997).
24. Thomas L. Friedman, The World is Flat: A Brief History of the Twenty-First Century(New York: Farrar, Strauss and Giroux, 2005), 235-239.
25. Daniel Pink, A Whole New Mind: Moving from the Information Age to the Conceptual Age(New York: Riverhead Books, 2005), 1.
26. Southwest Educational Development Laboratory, "Time for Achievement: Afterschool and Out-of-School Time." SEDL Letter, May 2006, http://www.sedl.org/pubs/ sedl-letter/vl 8n01 /SEDLLetter-vl 8n01.pdf.
27. H. M. Cooper, J. C. Robinson, and E. A. Patall, "Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2004," Review of Educational Research76 (2006): 1-62; Lyn Corno, "Homework is a Complicated Thing," Educational Researcher25, no. 8 (1996): 27-33; Lyn Corno, "Looking at Homework Differently," Elementary SchoolJournal90(2000): 529-48.
28. Lawrence J. Schweinhart and David P. Weikert, "Lasting Differences: The High/Scope Preschool Curriculum Comparison Study through Age 23," Monographs of the High/Scope Educational Research Foundation, No. 12 (Ypsilanti, MI: High/Scope Press, 1997); Lawrence J. Schweinhart and David P. Weikert, "Why Curriculum Matters in Early Childhood Education," Educational Leadership55, no. 6 (1998): 57-60.
29. Stephen Jay Gould. "What Only the Embryo Knows," New York Times, August 27, 2001.
30. Paul E. Heckman, "School Restructuring in Practice: Reckoning with the Culture of the School," International Journal of Educational Reform2 (1993): 263-72.
31. Paul Berman and Milbrey McLaughlin, Federal Programs Supporting Educational Change: Volume 8: Implementing and Sustaining Innovations(Santa Monica, CA: Rand, 1978); Thomas Popkewitz, B. R. Tabichnick, and Gary Wehlage, The Myth of Educational Reform: A Study of School Responses to a Program of Change(Madison: University of Wisconsin Press, 1982).
32. See http://managementlearning.com/topi/mngt.skun.html and http://www.lock-heedmartin.com/aeronautics/skunkworks/ for a more thorough discussion of Lockheed's Skunk Works unit.
33. Paul E. Heckman with Ana Marie Andrade, Sue Bishop, Marianne Chavez, Christine Confer, Laura Fahr, Delia Hakim, Linda Ketcham, Rebecca Romero, and Elsa Padilla, The Courage to Change: Stories from Successful School Reform(Thousand Oaks, CA: Corwin Press, 1996); Paul E. Heckman and Carla Sanger, "LA's BEST: Beyond School as Usual," Educational Leadership58, no. 6 (2001): 46-49; Viki L. Montera, "Bridging the Gap: A Case Study of the Home-School-Community Relationship at Ochoa Elementary School" (PhD diss., University of Arizona, 1996).
34. Peter L. Berger and Thomas Luckmann, The Social Construction of Reality(Garden City, NY: Doubleday, Anchor Books, 1967).
35. Thomas N. Headland, Kenneth L. Pike, and Marvin Harris, Ernies and Etics: The Insider/Outsider Debate(Newbury Park, CA: Sage, 1990).
36. This example is taken from Education and Community Change (ECC) Project staff field notes of a dialogue session held in the afternoon on September 17, 1990. The ECC Project was based at the University of Arizona from 1990 to 1998. The other examples in this section come from this data set and were taken from field notes, transcriptions, and analyses of videotapes of dialogue sessions.
37. Norma Gonzales, Luis C. Moll, and Cathy Amanti, eds., Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms(Mahwah, NJ: Erlbaum, 2005).
38. Eleanor Duckworth, The Having of Wonderful Ideas and Other Essays on Teaching and Learning(New York: Teachers College Press, 1987).
39. Ellen Langer, Mindfulness(Reading, MA: Addison-Wesley, 1989).
40. Robert E. Slavin, "Effects of Biracial Learning Teams on Cross-Racial Friendships," Journal ofEducational Psychology71 (1979): 381-87.
41. Ibid., 386.
42. Jean Lave and Etienne Wenger, Situated Learning: Legitimate Peripheral Participation(New York: Cambridge University Press, 1991), 29.
43. Philip Slater and Warren G. Bennis, "Democracy Is Inevitable," Harvard Business Reviewm (1990): 167-76.
44. Janelle Brown, "It's Revolting: School Districts Rebel against the Education Mandate," Edutopia, November 2005, 43-44; Robert A. Frahm, "Rell Backs Lawsuit by State: Agrees to Challenge Federal School Law," Hartford Courant, July 26, 2005; Avi Salzman, "N.A.A.C.P. Is Bush Ally in School Suit versus State," New York Times, February 1, 2006.
45. Pink, A Whole New Mind, 39-40.