Since I first became interested in education–about a decade ago–there have been 10 books that standout in my mind as books that ignited my passion for public school reform and fundamentally shaped my views on education. Continue reading
As I continue to learn more about education–its constitution, policy, history, reform, etc.–what I’m learning is that what is most crucial to effective education reform is something that sounds so simple, but is all too quickly forgotten in the throes of “class warfare”–keeping an open mind. Continue reading
…we are shouting as loud as we can, toiling to get leaders to listen to not just our tribulations, but our ideas; we are fighting to change the status quo—we are struggling to have a voice in education reform because we want all students to not only succeed in life and become active, engaged citizens, but to love to learn. It’s time to revitalize our public education system and failure is not an option; get ready. Continue reading
The idea of public education as a complex, multi-level system (or perhaps more accurately, a conglomerate of systems) that manifests as bureaucracies within bureaucracies and organizational cultures within organizational cultures, arose again this week in the literature on organizational learning. Levitt and March (1988) discussed ecologies of learning, and similarly, March (1991) discussed an organization as a nested system with individual, organizational, and social system levels (p. 72). Furthermore, Levitt and March (1988) highlighted the social context of organizational learning, explaining that organizations and the individuals within organizations mutually learn from one another (March,1991, p. 73). As applied to education, I believe the key take away is that organizations and the people within them do not learn in isolation—namely, students, teachers and administrators, schools, districts, and even state departments of education do not operate nor learn in isolation. Rather, there is learning occurring simultaneously both within and across various educational organizations and at multiple levels of the public education system–this learning could be collective, but it could also be adversarial. Continue reading
- Organizational Culture
- Bureaucracies in Education
- Test scores, fairness, and the “Standards”
- Definitions Matter.
- Looking at school closings in Philadelphia
- Reconstructing Education Reform
- Teacher accountability gone horribly wrong
- “Who Controls Teachers’ Work?”
- The Future of Market-based Reforms in the U.S.