Innovation in School Reform
This chapter addresses the important role that technology has played in school reform work over two decades in two realms: the use of technology to support the reform itself, and technological advances for curriculum and classroom instruction and the rese
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High-Need Schools Changing the Dialogue
Edited by Devin Thornburg and Anne M. Mungai Adelphi University, USA
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-703-0 (paperback) ISBN: 978-94-6300-704-7 (hardback) ISBN: 978-94-6300-705-4 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Printed on acid-free paper
All Rights Reserved © 2016 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Foreword by Liesbeth Breek
vii
Foreword by Dick van der Wateren
xi
Acknowledgementsxv 1. The Emperor’s New Clothes Are Accounting Straitjackets: A Very Brief History of Federal School Reform and the Rise of Accountability, 1965–20151 Carl Mirra 2. Innovation in School Reform: Technology and the Impact on Curriculum and Teaching Fayth Vaughn-Shavuo 3. In-School Reform in High-Need Schools: Teaching the Next Generation Kedmon Hungwe 4. Issues of Leadership in Successful School Reform: Central Importance of Leadership in Successful School Reform Joan Y. Pedro
19 37
47
5. Multicultural Issues Pavan John Antony and Xyanthe Nicole Neider
61
6. Special Education Issues Karen B. Patterson, Janice Seabrooks-Blackmore and Gwendolyn Williams
79
7. Teachers in High-Need School Reform Devin Thornburg and Anne M. Mungai
109
About the Contributors
131
v
LIESBETH BREEK
FOREWORD
This book is about school and educational reforms in high-need schools from a national as well as international perspective. In this foreword I will talk about my “personal reform” in relation to our national education reform in the Netherlands in recent decades. Parallel reforms have taken place in such countries as the United States, Scandinavia, England, and Australia. My career as a teacher of French language and literature began in the 1990s. Education, specifically working with students aged twelve to nineteen, was my calling. I have garnered experience at secondary schools, in both wealthy and poor neighborhoods, in and around the capital city of Amsterdam. These schools are distinguished by their educational vision, the competence of the management, and the technological and facilities resources they offer pupils and teachers alike. In the first ten years of my career in education I taught classes that emphasized cultural transmission, learning to form opinions and basic thinking skills. Sparked by literary movements, we had spirited class discussions about the difference between naturalism and existentialism. Is a person’s fate sealed at birth or is the ability to make c
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