Reforming Reading, Writing and Mathematics

by Grant, S. G.

• ISBN13: 9780805832976
• ISBN10: 0805832971
• Format: Paperback
• Copyright: 1998-10-01
• Publisher: Routledge

Summary

In this book S.G. Grant reports his study of how four Michigan elementary school teachers manage a range of reforms (such as new tests, textbooks, and curriculum frameworks) in three different school subjects (reading, writing, and mathematics). Two significant findings emerge from his comparison of these responses: teachers' responses vary across classrooms (even when they teach in the same school building) and also across the reforms (a teacher might embrace reforms in one subject area, but ignore proposed changes in another). This study of teachers' responses to reading, writing, and mathematics reform and the prospects for systemic reform is part of a growing trend to look at the intersection of curriculum policy and teachers' classroom practice. It is unique in the way the author looks at teachers' responses to multiple subject matter reforms; uses those responses as part of an analysis of the recent move toward systemic reform; and employs empirical findings as a means of examining the current movement toward systemic reform. Reforming Reading, Writing, and Mathematicsis important reading for researchers, practitioners, and graduate students of educational policy, teaching and learning in reading, writing, and mathematics, and elementary education, and for policy analysts in universities, foundations, and government.

Table of Contents

Preface	p. ix
Acknowledgments	p. xi
Teachers, Reforms, And Systemic Change	p. 1
Teachers and Reforms	p. 3
Michigan: A Case of Systemic Reform	p. 18
Cases Of Teachers, Schools, And Reforms	p. 39
Prologue The Derry School District and Donnelly-King Elementary School	p. 41
Going It Alone: the Case of Bonnie Jones	p. 45
Notes	p. 76
a Paradox of Talk and Practice: the Case of Frank Jensen	p. 78
Notes	p. 102
Epilogue Variation in Teachers' Responses to Reforms: Bonnie Jones and Frank Jensen	p. 104
Prologue The Hamilton School District, Sanford Heights Elementary School, and Sheldon Court Academic Center	p. 113
the Center Holds: the Case of Marie Irwin	p. 114
Notes	p. 136
Seeking a Balance: the Case of Paula Goddard	p. 138
Notes	p. 162
Epilogue Variation in Teachers' Responses to Reforms: Marie Irwin and Paula Goddard	p. 168
Understanding Reform And Change	p. 169
the Interaction of Personal, Organizational, and Policy Factors: Explaining the Variation in Teachers' Responses	p. 171
If the Problem is Systemic, is the Solution? Considering the Prospects for Systemic Reform	p. 187
Note	p. 202
Looking Ahead: The Prospects for Systemic Reform and Change in U.S. Sc hools	p. 203
Appendix: Research Design	p. 211
Notes	p. 221
References	p. 222
Author Index	p. 230
Subject Index	p. 233
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