Agenda for Education
in a Democracy
para la Educacion
en una Democracia
Board of Directors
Institute for Educational Inquiry
124 East Edgar Street
Seattle, WA 98102
Tel: (206) 325-3010
(available from the IEI)
publications are available from the Institute for Educational Inquiry.
All orders must be prepaid. (Orders from within the state of Washington
must add King County sales tax.) Prices listed may be subject to change.
Call 206-325-3010 or e-mail Paula
McMannon for more information.
Schools and Universities: Symbiotic Partnerships, by John I.
(OP1/1986, rev. 1987/44 pp./$5.75)
Goodlad provides an overall conceptual framework of the partnership
idea along with a discussion of the conceptual work in previous decades
leading to the Center for Educational Renewal's current work.
Relations: Partnerships and Networks, by Richard W. Clark
Clark clarifies terminology used in talking about partnerships, collaboratives,
networks, and consortia; reviews the literature regarding partnership
conceptualization; and documents activities of salient partnerships
Education Reform in the United States: 1890-1986, by Zhixin
Su reviews the major reports and studies over the decades and focuses
on six chronic issues that recur with what might well be depressing
the Profession: Notes on the Future of Teaching, by Roger Soder
Soder reviews efforts of the teaching occupation to become a profession,
clarifies terminology, and suggests better ways to argue.
School as the Center of Change, by Kenneth A. Sirotnik
Sirotnik considers epistemological, organizational, and experiential
aspects of inquiry and change. Rather than acting upon schools, we should
consider schools as the center of a knowledge-generating and using process;
this process of inquiry is not value-free.
Analysis of a Social Experiment: School-University Partnerships in 1988,
by Calvin Frazier
Frazier reports on a formative evaluation of the partnerships in the
National Network for Educational Renewal. Topics include partnership
goals, agenda setting, operational issues, cultural differences between
schools and universities, and collaborative research and inquiry.
National Network for Educational Renewal: Past, Present, and Future,
by John I. Goodlad
Goodlad provides a sobering analysis of partnerships, their obligations
and commitments, and their potential and discusses the very real and
difficult problems involved in developing a deep understanding of the
New Ground: Reflections on School-University Partnerships in the NNER,
by Carol Wilson, Richard W. Clark, and Paul Heckman
Wilson, Clark, and Heckman summarize observations on progress in the
partnerships to date under several rubrics.
Development Schools: Status as of 1989, by Frank Brainard
Presents criteria for defining professional development schools, reports
results of survey of such schools, and concludes that none of those
surveyed meet the postulated criteria.
Financing and Governance of Professional Development or Partner Schools,
by Neil D. Theobald
Considers the economics of developing crucial elements in a school-university
partnership--partner schools. It is feasible to create such schools,
but success depends on factors such as school production efficiency
and integration of K-12 and higher education into a unit with common
Context of Policy and Policymaking in Teacher Education, by
Ernst considers the various actors at the national and state levels
and examines in detail the context of policymaking in eight states.
Partnerships: Ideas and Experiments, 1986-1990, by Zhixin Su
Su follows upon the review of partnerships conducted by Clark (OP No.
2) with a review of the literature and a description of the current
scene as of late spring 1990. Also provides a critical description of
five established partnerships.
Issues for Minority Teachers and Multicultural Teacher Education,
by June Gordon
Gordon argues that the very people who have been kept out of the teaching
profession due to race, class, and language differences are the ones
most needed to assist in the translation of knowledge to make it accessible
Resources to Renew Teacher Education, by Neil D. Theobald
Theobald examines how well teacher education is funded compared to other
programs in colleges of education.
Partnerships: An Appraisal of an Idea, by John I. Goodlad and
Goodlad and Soder summarize findings from a three-year study of partnerships
and provide commentary on progress, problems, and pitfalls in trying
to understand the phenomenon.
from the Field: School-based Faculty Members' Vision of Preservice Teacher
Education in the Context of a Professional Development School,
by Jianping Shen
Shen reports on a case study of PDS faculty members' perceptions of
teacher education and discusses the discrepancy between reports in the
literature and these perceptions.
a School/Community Ecology: Can We Get from Words to Action?,
by Albert Jones
Jones considers the needs of youths, young adults, and families in low
income urban and rural communities.
Partner Schools: Conceptual Frames, Practical Applications,
by Richard Clark
Provides a model for developing and assessing partner schools in a school-university
in a Democracy: The Role of the Arts and Sciences in the Preparation
of Teachers, by Roger Soder
Soder outlines notions and texts to consider in developing part of a
pre-ed curriculum with a focus on the moral and political
dimensions of teaching in a democracy.
Teachers of Substance: Prospects for Joint Work, by Pamela Grossman
Grossman outlines issues pertaining to acquisition of both subject-matter
understandings and pedagogical content knowledge.