A Kappan Special Section on School Reform - Introduction

The CPRE collaboration unites education researchers from five of the nation's leading universities (University of Pennsylvania, Harvard University, Stanford University, University of Michigan, and University of Wisconsin) who seek to improve elementary and secondary education. Since 1996 we hav...

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Bibliographic Details
Published in:Phi Delta Kappan 2001-09, Vol.83 (1), p.59-59
Main Authors: Fuhrman, Susan H, Odden, Allan
Format: Article
Language:English
Subjects:
Academic Achievement
Accountability
Analysis
Central Office Administrators
Collaboration
Compensation
Consortia
Cooperative learning
Corcoran, Tom
Curricula
Education policy
Education reform
Educational Administration
Educational Change
Educational Finance
Educational innovations
Educational research
Educational Resources
Elementary education
Instructional Improvement
Learning
Planning
Professional development
Researchers
School finance
Secondary education
Students
Teachers
Teaching
Teaching methods
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Summary:The CPRE collaboration unites education researchers from five of the nation's leading universities (University of Pennsylvania, Harvard University, Stanford University, University of Michigan, and University of Wisconsin) who seek to improve elementary and secondary education. Since 1996 we have been examining how alternative approaches to reform, such as new accountability policies and comprehensive school reform, affect issues of capacity, coherence, and improvement. [...]when ambitious goals seek to increase performance by significant amounts, the core technology of education - instructional practice - must change dramatically. Since education reformers hope to double or triple the proportion of students scoring at or above high standards of proficiency, a strong focus on instructional change is necessary. [...]achieving dramatically improved instruction in all schools requires extensive investment in continuing professional development, in strong curricula, and in leadership at the system and school levels.
ISSN:0031-7217
1940-6487
DOI:10.1177/003172170108300112