118 results on '"Goodlad, John"'
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2. Fulfilling the Public Purpose of Schooling: Educating the Young in Support of Democracy May Be Leadership's Highest Calling
- Author
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Goodlad, John I.
- Abstract
During the past dozen years, the author has spent hundreds of hours discussing the relationship between education and democracy in seminars with groups of school- and university-based educators. Serving the public good in a democracy means serving the common weal, that of both the individual and the collective. The citizens of a democracy must understand the intricacies of serving both, of their responsibility for ensuring liberty and justice for all. Educating the young for this responsibility and for their appreciation of the benefits of democracy becomes the common mission of educators and of their educators.
- Published
- 2004
3. Education for Everyone: Agenda for Education in a Democracy
- Author
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Goodlad, John I., Mantle-Bromley, Corinne, Goodlad, Stephen John, Goodlad, John I., Mantle-Bromley, Corinne, and Goodlad, Stephen John
- Abstract
The founders of the United States envisioned education as providing for all citizens the necessary apprenticeship in the understanding and practice of democracy. To make democracy safe there must be universal schooling; to make schooling safe for education there must be democracy. But since the founding of the country, the study and practice of democracy in American schools has weakened. The authors advocate a return to the primary purpose of education and ensure that it is indeed for everyone. The agenda for education proposed by the authors is more than an effort to revitalize a civics curriculum. It is about restoring a shared humanity to the educational process. It is about the need to make caring, compassion, freedom, dignity, and responsibility central to the mission of schooling. It is about placing power and responsibility, a concept more demanding than accountability, in the hands of those who need and deserve it. It is about taking the idea of excellence seriously. It is about taking democracy seriously and having real faith in real people to do what is right, just, and honorable. Following a preface, contents of the book include: (1) Schooling for Everyone; (2) Agenda for Education in a Democracy; (3) The Context of Schooling in a Democracy; (4) An Essential Narrative for Schooling; (5) Democracy, Education, and the Human Conversation; (6) Renewal; (7) Leadership for Educational Renewal; and (8) Experiencing the Agenda. Notes, appendix and index conclude the book.
- Published
- 2004
4. Kudzu, Rabbits, and School Reform.
- Author
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Goodlad, John I.
- Abstract
Essay on school reform argues that quality teachers are key to successful reform, not reform rhetoric by state governors and U.S. Presidents. Asserts that primary mission of schooling is to provide students an educational apprenticeship in democracy. Qualified, caring, competent teachers are essential to accomplish this mission. (PKP)
- Published
- 2002
5. Teacher Education Research: The Outside and the Inside.
- Author
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Goodlad, John I.
- Abstract
Suggests that teacher education research has not yet found a distinctive place in the lexicon of educational research, discussing the influence of policymakers. After presenting an informative model of educational renewal that emphasizes medical education, the paper discusses lessons learned from the saga of medical education and asks whether it is time for a renaissance in teacher education. (SM)
- Published
- 2002
6. Education and Democracy: Advancing the Agenda.
- Author
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Goodlad, John I.
- Abstract
The Agenda for Education in a Democracy has focused on the simultaneous renewal of schooling and teacher education for children's well-being. Well-educated individuals easily acquire specific workplace skills when necessary. Educating for the future means educating broadly and deeply and valuing childhood for its own sake. (MLH)
- Published
- 2000
7. Educational Renewal and the Arts.
- Author
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Goodlad, John I.
- Abstract
Describes two approaches to educational change: (1) the linear, input-output model that focuses on the output of academic achievement measured by standardized tests; and (2) the ecological model that focuses on the school as an ecosystem composed of classroom ecosystems. Discusses four reasons why the arts are necessary for the renewal of schools. (CMK)
- Published
- 2000
8. Whither Schools of Education?
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Goodlad, John I.
- Abstract
Examines the history and evolution of schools, colleges, and departments of education (SCDEs), noting the current congenital malaise and discussing: Dewey's thinking about SCDEs and the theory practice relationship; tensions within and outside of the academe; the research-practice dichotomy; the mission of schools of education; and lessons learned from working closely with the National Network for Educational Renewal. (SM)
- Published
- 1999
9. Interview with John I. Goodlad: Educational Renewal.
- Author
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Goodlad, John I.
- Abstract
Presents an interview with John Goodlad that focuses on the major impediments to educational renewal today, the major goals of his 1999 conference of educational leaders, what he hopes to achieve in the upcoming years, factors that impede collaboration between individuals and institutions, important educational changes that need to occur, and the state of education in future decades. (SM)
- Published
- 1999
10. One Narrative in Changing Contexts.
- Author
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Goodlad, John I.
- Abstract
The moral imperative central to John Goodlad's thought is: it is not enough to simply inquire into the conditions of schooling. A deeper consideration is required. Though one's concept of better education may conflict with other views, this is not unusual. To improve education, people must become increasingly aware of their connections and responsibilities to human and natural contexts. (SM)
- Published
- 1999
11. Teachers as Moral Stewards of Our Schools.
- Author
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Goodlad, John I.
- Abstract
Democracy's strength and Achilles's heel is freedom. The freedom democracy espouses permits myriad intrusions into schooling's primary mission--educating the young for the stewardship of democracy. Teachers must be caring, moral stewards of our schools--educated to understand democratic fundamentals and become good "crap detectors." (MLH)
- Published
- 1999
12. Flow, Eros, and Ethos in Educational Renewal.
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Goodlad, John I.
- Abstract
As Arthur Schlesinger predicted, private interests are subverting public purpose. The narrative of economic utility dominates school reform. Reform language is not uplifting and embodies the traditional connotations of things gone wrong that need correcting. The language of renewal celebrates the self and reflects a supportive, caring ethos. (25 references) (MLH)
- Published
- 1999
13. The Uses of Alternative Theories of Educational Change. Phi Delta Kappa Meritorious Award Monograph--No. 1.
- Author
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Phi Delta Kappa, Bloomington, IN., Goodlad, John I., Goodlad, John I., and Phi Delta Kappa, Bloomington, IN.
- Abstract
It is not likely that the schools as presently organized and conducted and with the prevailing model of change employed for their improvement can be redesigned to meet satisfactorily the wide and varied range of expectations for them. The schools are suffering from a confusing array of expectations and a crippling overload of functions. Our present efforts to improve the schools appear to be unproductive because we are almost blindly caught up in a single model of change that stems directly from our Western rational bias. The rational bias of our highly technological culture places purposes before activity in a linear fashion and has produced the research, development, dissemination, and evaluation (RDD&E) model of change that serves rather well when we have a purpose in mind, when we know what it is we want to do or produce. The responsive view embodied in the League of Cooperating Schools model that involves staff dialogue, making decisions, taking action, and endeavoring to evaluate both the process and its outcomes (DDAE) is conducive to probes, open-ended inquiry, and the kind of exploratory activities designed more for finding a course of action than for reaffirming directions already preceived. (Author/IRT)
- Published
- 1975
14. A Study of Schooling in the United States. September 1, 1973-August 31, 1979.
- Author
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Goodlad, John I.
- Abstract
The purpose of this proposed study is to define and describe what school is, to examine the events that occur within schools and the meaning these events have for those in the school and its community. It will be composed of the following substudies: (1) curriculum, (2) global education, (3) art, (4) affective, (5) social system of the school staff, (6) social system of the classroom, and (7) school-community relations. The general purpose of the curriculum substudy is to determine what "curriculum" is from a variety of perspectives within the sample of schools. The global education substudy will be conducted to see what is being done in the nation's schools to develop a global perspective. The art substudy will attempt to identify existing methods and content of instruction in the arts, and to compare and contrast these with exemplary programs. The affective substudy was created to gather and analyze data which could provide insights into what is actually happening to children affectively in schools. The purpose of the social system of the school staff substudy is to look at the school as a place where adults interact with one another to produce the school setting, while the substudy on the social system of the classroom will investigate the relationship of teacher leadership to pupil productivity, morale, and compliance. Finally, the school-community relations substudy will attempt to characterize the nature of the relationship that exists between the school and its community. (RC)
- Published
- 1974
15. Toward the Creation of Satisfying Work Places.
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Goodlad, John I.
- Abstract
The self-interests of the primary participants in the school and the common welfare as represented in the improvement of the American educational system are most likely to become one in the process of improving the school as a work place. This strategy was explored in the form of a collaborative enterprise. Eighteen schools in southern California and the research division of the Institute for Development of Educational Activities, Inc., (IDEA), engaged in the internal process of self-renewal in each school through sustained dialogue, decision-making, action, and evaluation on the part of the entire faculty under the leadership of the principal. This involved a network of schools within which ideas, resources, and practices were developed and exchanged; a continuous self-directed seminar in which the principals discussed their problems and developed necessary leadership understandings, and skills; and a variety of pedagogical interchanges for teachers. (Author/MLF)
- Published
- 1976
16. What Schools are For.
- Author
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Phi Delta Kappa Educational Foundation, Bloomington, IN. and Goodlad, John I.
- Abstract
Problems of schooling in the United States are explored in the monograph. Major educational problems are grouped in two categories--confusion over educational objectives and a rush to solve vaguely understood educational problems with ill-conceived action. Perspectives on educational objectives can be organized into three major approaches which stress 1) what schools are asked, expected, or called upon to do (goals); 2) what schools do or are used for (functions); and 3) what schools should do (aims). These approaches to the question of what schools are for are complicated by recent demands that schools fulfill variously defined social purposes in addition to more traditional functions such as teaching children to read, write, and do basic arithmetic. Educators and policy makers should focus reform efforts on a given population of students in a community setting rather than on the total school system, encourage communication between the principal and teachers, strive for positive interactions with administrators and superintendents, encourage a wide variety of instructional modes in accordance with individual and class needs, and mobilize community resources for educational and cultural enrichment. The conclusion is that schools can best fulfill their prime role of developing the full potential of each individual by concentrating on educational functions in a common school setting. (DB)
- Published
- 1979
17. Teacher Education: For What?
- Author
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Goodlad, John I.
- Abstract
Discusses the issue of purpose in teacher education, explaining that teaching, unlike most other professions, has varied perceptions and assumptions regarding its purpose and nature. A 1980s study found that most preservice teachers had not discussed the purpose of schooling within a democracy during any of their classes. Examines the importance of developing democratic character in future teachers. (SM)
- Published
- 1998
18. THE DEVELOPMENT OF A CONCEPTUAL SYSTEM FOR DEALING WITH PROBLEMS OF CURRICULUM AND INSTRUCTION.
- Author
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California Univ., Los Angeles. and GOODLAD, JOHN I.
- Abstract
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
- Published
- 1966
19. Program Development: Identification and Formulation of Desirable Educational Goals.
- Author
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Goodlad, John I.
- Abstract
In this speech, the author suggests that the success of public schools depends heavily on commitment to and large-scale agreement on educational goals. He examines the difficulty in creating rational programs to carry out specific behavioral goals and the more remote ends usually stated for educational systems. The author then discusses the difficulty in getting goals formulated on an ideological base through the political structure, the degree of centralization, and the problem of who should make the decisions regarding an educational program. The roles of parents, children, and educators in the educational planning process are discussed. (Author/DN)
- Published
- 1973
20. Curriculum Decisions: A Conceptual Framework.
- Author
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Goodlad, John I.
- Abstract
The ultimate purpose of curriculum planning is to arrange an array of stimuli or opportunities to extend or modify the knowledge, skills, or attitudes of identifiable learners. A curriculum might be defined, then, as a set of intended learnings. Three kinds of decisionmaking realms and three corresponding perspectives for inquiry make up the domain of curriculum. These realms involve political negotiations, curricular substance, and established practice. Such decisions are made at societal, institutional, and instructional levels in the hierarchy of schooling. To satisfy the different realms of decisionmaking, differing data sources must be brought into play in the search for tenable answers and solutions. These sources include funded knowledge, conventional wisdom, and the ideological sources of theorists and researchers. It is because educational institutions tend to draw their data for decisionmaking from the safety of conventional wisdom that schools are conservatively oriented and that the most controversial and potent thrusts of innovation are blunted. (Author)
- Published
- 1973
21. The Future of Learning and Teaching.
- Author
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National Education Association, Washington, DC. Center for the Study of Instruction. and Goodlad, John I.
- Abstract
Leading the teaching profession toward the best possible instructional programs for children and youth will be difficult because our concepts of teaching must change fundamentally. The intensity of the school must be enormously increased in light of other more potent factors determining what a child learns and becomes. In the current era human-to-human instruction is in full bloom; one job for the next 10 to 15 years is to implement the human-based innovations we have been talking about for the past 15 years. The era of man-machine interaction will replace the current era; the problem is not whether we like the idea but what we are going to do about it. We must identify the truly human tasks of the human teacher and the more routine, highly programed tasks which can be done better by the computer. A third, still embryonic era is the future one in which the school as we know it will be obsolete. It will be replaced by a diffused learning environment (homes with computer consoles, public parks and museums, and an array of guidance and programing centers) in which the formal process of instruction must involve all the most able members of our society. The means of humanizing 21st century education must seriously occupy our attention in the next decade, but we may also need to raise new questions about the ends. What kinds of human beings do we wish to produce? (JS)
- Published
- 1968
22. THE CHANGING SCHOOL CURRICULUM.
- Author
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Fund for the Advancement of Education, New York, NY. and GOODLAD, JOHN I.
- Abstract
DEVELOPMENTS IN ELEMENTARY AND SECONDARY SCHOOL CURRICULUM REVISION FROM 1950 TO 1963 ARE REVIEWED AND EVALUATED. SCHOOL VISITATIONS, PROGRESS REPORTS, PROJECT CRITIQUES, AND INTERVIEWS AND CORRESPONDENCE WITH PROJECT DIRECTORS WERE USED TO OBTAIN INFORMATION ABOUT CURRICULUM DEVELOPMENT PROJECTS. PROJECT DESCRIPTIONS GENERALLY INCLUDE--(1) A BRIEF HISTORICAL REVIEW, (2) AN EXPLANATION OF THE RATIONALE AND MAJOR THEME, (3) MATERIALS DEVELOPED, AND (4) CURRENT STATUS AND FUTURE PLANS. MATHEMATICS, SOCIAL SCIENCES, PHYSICAL AND BIOLOGICAL SCIENCE, AND HEALTH EDUCATION PROJECTS ARE CONSIDERED. A FINAL SECTION IS DEVOTED TO (1) EDUCATIONAL OBJECTIVES, (2) CURRICULUM ORGANIZATION AND EVALUATION, AND (3) INSTRUCTION. THE REPORT ALSO INCLUDES A COMPREHENSIVE ANNOTATED BIBLIOGRAPHY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE FUND FOR THE ADVANCEMENT OF EDUCATION, 477 MADISON AVENUE, NEW YORK, NEW YORK 10022, AT NO COST. (AG)
- Published
- 1966
23. The Public Purpose of Education and Schooling. The Jossey-Bass Education Series.
- Author
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Goodlad, John I., McMannon, Timothy J., Goodlad, John I., and McMannon, Timothy J.
- Abstract
The National Network for Educational Renewal (NNER) was established in 1986 to put into practice the belief that the improvement of schooling and the renewal of teacher education must proceed simultaneously. This book contains a collection of papers presented at the NNER conference held in New York City in November 1995. The book also includes a panel discussion, "The Public Purpose of Education and Schooling," moderated by John Goodlad, and transcriptions of panelists' conversation with the audience. Contents include an introduction by Timothy J. McMannon entitled "The Changing Purposes of Education and Schooling." Conference papers include: (1) "Public Schooling: Education for Democracy" (Benjamin R. Barber); (2) "The Meanings of 'Public Education'" (Theodore R. Sizer); (3)"Education, Equity, and the Right to Learn" (Linda Darling-Hammond); (4) "On Restoring Public and Private Life" (Gary D. Fenstermacher); (5) "Toward a Democratic Rhetoric of Schooling" (Donna H. Kerr); and (6) "Democracy: Do We Really Want It?" (Roger Soder). The panel discussion is summarized in chapter 7, entitled "Education for Civility and Civitas," and conversations with the audience are included in chapter 8, "Prospects for Reform." The epilogue, "Reprise and a Look Ahead," is by John L. Goodlad. Chapter end notes, an index, an annotated bibliography of eight references, and seven suggested readings are included. (LMI)
- Published
- 1997
24. In Praise of Education.
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Goodlad, John I. and Goodlad, John I.
- Abstract
This book about the relation of education to society has as its thesis that the proper context for education is a politically and socially democratic one. The first chapter considers what education is and is followed by chapters discussing the relationship of education to democracy, community, schooling, its conditions, and the self. Throughout these chapters eight concepts are stressed in various contexts. These are: (1) education as an individual experience development of the self; (2) the role of culture in development of the self; (3) education is environmentally ubiquitous; (4) the mutual instrumentality of education and democracy as they nourish each other; (5) education as an inalienable right; (6) the necessity for the entire community to be educative; (7) the need for schools to serve a common public purpose; and (8) the importance of national ends not dictating the educational journey of self-transcendence. The book addresses conditions necessary to the advancement of these interrelated concepts especially the necessity for a curriculum for development of an ecocentric environmental ethic. Also addressed is the comprehensive educational improvement initiative conducted through the National Network for Educational Renewal. (Contains 250 references). (DB)
- Published
- 1997
25. 'The Vision Thing': Educational Research and AERA in the 21st Century. Part 2: Competing Visions for Enhancing the Impact of Educational Research.
- Author
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Berliner, David C., Resnick, Lauren B., Cuban, Larry, Cole, Nancy, Popham, W. James, and Goodlad, John I.
- Abstract
Presents the views of six former presidents of the American Educational Research Association (AERA) on the future of the AERA and of educational research in general. Most, although not all, agree that the AERA should become more politically active than it has been and should adopt positions on specific educational policy questions. (SLD)
- Published
- 1997
26. Sustaining and Extending Educational Renewal.
- Author
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Goodlad, John I.
- Abstract
A dual agenda of renewing schools and teacher education means that faculty members from both sides must join together as equal partners. The National Network for Educational Renewal engages three groups of faculty (in schools, university liberal arts departments, and colleges of education) in ongoing conversations about educational improvement and participation dilemmas. (18 references) (MLH)
- Published
- 1996
27. Ralph Tyler: The Educators' Educator.
- Author
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Goodlad, John I.
- Abstract
Ralph W. Taylor's scholarly contributions to the evaluation and curriculum development fields prior to 1950 were central to educational discourse for subsequent decades. Taylor's genius was present in development of the National Academy of Education, the National Institute of Education, the National Assessment of Educational Progress, the Center for Advanced Study in the Behavioral Sciences, and numerous educational improvement initiatives from the 1950s through the 1980s. (MLH)
- Published
- 1995
28. Educational Renewal: Better Teachers, Better Schools.
- Author
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Goodlad, John I. and Goodlad, John I.
- Abstract
This book provides the vision and rationale for "centers of pedagogy" that can bring schools and universities together in a close, renewing relationship. It proposes a redesign of education that is grounded in a mission of enculturating students in a social and political democracy. The first four chapters address questions related to the nature and design of centers of pedagogy and their role in effecting the simultaneous renewal of schools and teacher-preparation programs. Chapters 5 and 6 describe curriculum issues that centers of pedagogy inevitably face and must resolve in program development. The seventh chapter addresses the inquiry processes of schools through which teachers can create good schools. For further improvement, interagency collaboration and reasoned discourse are needed. The final chapter illustrates that the major sets of conditions embraced by the postulates for program renewal (explained in chapter 3) are not unrealistic and unattainable. The chapter summarizes the process from conceptualization to implementation and revisits the themes of the preceding chapters: from steps toward creating new settings, to heartening examples of commitment and leadership, to exemplary curriculum development, to the establishment of school-university partnerships, to the transformation of school and university cultures, to collaboration involving agencies beyond schools and universities, to influences on state policies. An index, references, and seven figures are included. (LMI)
- Published
- 1994
29. Access to Knowledge: The Continuing Agenda for Our Nation's Schools. Revised Edition.
- Author
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College Entrance Examination Board, New York, NY., Goodlad, John I., Keating, Pamela, Goodlad, John I., Keating, Pamela, and College Entrance Examination Board, New York, NY.
- Abstract
This book presents a collection of essays by education researchers and practitioners about issues of educational equity and excellence. The authors examine the problem of failure in schools and describe the various curricular and structural factors that block access to an equal and quality education for all students. Chapters are entitled: (1) "Common Schools for the Common Weal: Reconciling Self-Interest with the Common Good" (John I. Goodlad); (2) "Home, School, and Academic Learning" (James P. Comer); (3) "Demographics of Disadvantage: Intensity of Childhood Poverty and Its Relationship to Educational Achievement" (Martin E. Orland); (4) "Overcoming Racial Barriers to Equal Access" (John U. Ogbu); (5) "Striving for Sex Equity in Schools" (Pamela Keating); (6) "Being At-Risk in School" (Virginia Richardson and Patricia Colfer); (7) "Last Things First: Realizing Equality by Improving Conditions for Marginal Students" (Robert L. Sinclair and Ward J. Ghory); (8) "Misunderstanding and Testing Intelligence" (Asa G. Hilliard III); (9) "Equal Access to Quality in Public Schooling: Issues in the Assessment of Equity and Excellence" (Kenneth A. Sirotnik); (10) "Tracking and Ability Grouping: A Structural Barrier to Access and Achievement" (Jeannie Oakes and Martin Lipton); (11) "School Renewal: Taking Responsibility for Providing an Education of Value" (Suzanne Soo Hoo); (12) "Enhancing Access to Knowledge through School and District Organization" (Carol Wilson and Lance Wright); (13) "Teacher Quality and Equality" (Linda Darling-Hammond with Joslyn Green); (14)"Educators for a Truly Democratic System of Schooling" (Charles M. Hodge); (15) "Political Limits to an Education of Value: The Role of the State" (Jose A. Cardenas); (16) "Ability Grouping: On the Wrong Track" (Robert E. Slavin and Jomills H. Braddock III); (17) "Learning to Teach an Untracked Class" (Joan Kernan Cone); (18) "Closing the Gender Gap: What's Behind the Differences in Test Scores, What Can Be Done About It" (Susan H. Murphy); (19) "Gender Equity in the Classroom" (Myra Sadker, David Sadker, Lynn Fox, and Melinda Salata); and (20) "Retrospect and Prospect" (John I. Goodlad). An index is included. (LMI)
- Published
- 1994
30. The National Network for Educational Renewal.
- Author
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Goodlad, John I.
- Abstract
The National Network for Educational Renewal is committed to cultivating and connecting all the essential components of a healthy teacher education enterprise: the partner schools (clinical or professional development schools); subject specializations of university arts and sciences departments; and the part of teacher education commonly provided by schools, colleges, or departments of education. NNER structures and agendas are described. (MLH)
- Published
- 1994
31. Why Our Schools Don't Get Much Better--And How They Might.
- Author
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Goodlad, John I.
- Abstract
This paper on improvement of schools calls for a broad-based coalition of collaborating parties to articulate a clear moral educational mission and to promote for each community a healthy ecology of educational institutions directed toward this mission, redefinition of schools' role in this ecology, and redesign of teacher education. (JDD)
- Published
- 1994
32. School-University Partnerships and Partner Schools.
- Author
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Goodlad, John I.
- Abstract
Examines the preservice teacher education role of professional development schools in the context of school-university partnerships. The necessary joining of K-12 and university cultures raises numerous problems, including dealing with cultural clash and schools of education, sustaining leadership and commitment, providing adequate resources, modeling authentic collaboration, and avoiding the quick-fix syndrome. (28 references) (MLH)
- Published
- 1993
33. Toward Educative Communities and Tomorrow's Teachers. Work in Progress Series, No. 1.
- Author
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Institute for Educational Inquiry, Seattle, WA. and Goodlad, John I.
- Abstract
This paper addresses, from an ecological perspective, the idea that a system of education includes much more than schools, encompassing such elements as families, day-care centers, peer groups, television broadcasters, and workplaces. At the core of such an educational system are educative communities, of which schools are an important part. If education is to take place in settings in addition to schools, it is necessary to clarify what schooling--the setting specifically charged with educating--can uniquely do. If schools are to perform their unique function well, both schools and the other agencies and institutions in the community must be sensitive to the ways in which functions best done elsewhere intrude on schools. These other agencies and institutions must become acutely aware of their educative roles so as to perform them wittingly. Teacher education programs must ensure that prospective teachers acquire the literacy and critical-thinking abilities associated with the concept of an educated person and that they become teachers who inquire into both knowledge and its teaching. Tomorrow's teachers must be equipped for both moral stewardship of schools and responsible participation in a community ecosystem of nurturing and educating the young. (Contains 35 reference notes.) (JDD)
- Published
- 1992
34. On Taking School Reform Seriously.
- Author
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Goodlad, John I.
- Abstract
There are two disparate school reform movements in the United States: the politically driven America 2000 tied rhetorically to the national interest, international competitiveness, and corporate health; and grassroots movements to decentralize authority, establish ungraded schools, and improve instruction. Top-down, politically driven national movements have little to say about educating. (10 references) (MLH)
- Published
- 1992
35. The Moral Dimensions of Schooling and Teacher Education.
- Author
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Goodlad, John I.
- Abstract
Suggests that morality is both an individual and institutional concern. Asserts that criteria for judging the morality of schooling arise out of its mission. Examines the moral condition of teacher education. Presents a model of moral teacher education that incorporates the mission of teacher education, the domains of schooling, and a time element. (SG)
- Published
- 1992
36. School-University Partnerships: Fundamental Concepts.
- Author
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Goodlad, John I.
- Abstract
This article focuses on the minimum essentials of a healthy school-university relationship which has as its purpose simultaneous improvement of schools and the education of educators. Discussion categories include concept, purposes, agenda, and structure. Minimum essentials for a national network of school-university partnerships focusing on educational renewal are also discussed. (IAH)
- Published
- 1991
37. A Study of the Education of Educators: One Year Later.
- Author
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Goodlad, John I.
- Abstract
Having completed the first five-year phase of a comprehensive research-based program aimed at renewing schools and teacher education, the Center for Educational Renewal at the University of Washington will begin a second study examining the ameliorative effects of school-university partnerships. This article discusses reactions to "A Study of the Education of Educators" and charts future directions. (eight references) (MLH)
- Published
- 1991
38. The Wonderful World of Curriculum Inquiry.
- Author
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Goodlad, John I.
- Abstract
Curriculum theorists must raise their own institutions' level of consciousness about fundamental principles in the curriculum development process. Curriculum researchers must align themselves with curriculum decision makers in other institutions and curriculum inquiries must study actors, actions, and the consequences of actions in natural settings. (31 references) (MLF)
- Published
- 1991
39. Access to Knowledge: An Agenda for Our Nation's Schools.
- Author
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College Entrance Examination Board, New York, NY., Goodlad, John I., Keating, Pamela, Goodlad, John I., Keating, Pamela, and College Entrance Examination Board, New York, NY.
- Abstract
This collection of 15 papers reconceptualizes the problem of failure in schools and describe the interlocking structural arrangements, curricular and instructional practices, and other school conditions that constitute barriers blocking all students' access to knowledge. A new agenda is offered for the national reform movement, an agenda that states that quality and equality are inseparable. The following papers are included: (1) "Common Schools for the Common Weal: Reconciling Self-Interest with the Common Good" (J. I. Goodlad); (2) "Home, School, and Academic Learning" (J. P. Comer); (3) "Demographics of Disadvantage: Intensity of Childhood Poverty and Its Relationship to Educational Achievement" (M. E. Orland); (4) "Overcoming Racial Barriers to Equal Access" (J. U. Ogbu); (5)"Striving for Sex Equity in Schools" (P. Keating); (6) "Being At-Risk in School" (V. Richardson and P. Colfer); (7) "Last Things First: Realizing Equality by Improving Conditions for Marginal Students" (R. L. Sinclair and W. J. Ghory); (8) "Misunderstanding and Testing Intelligence" (A. G. Hilliard, III); (9) "Equal Access to Quality in Public Schooling: Issues in the Assessment of Equity and Excellence" (K. A. Sirotnik); (10) "Tracking and Ability Grouping: A Structural Barrier to Access and Achievement" (J. Oakes and M. Lipton); (11) "School Renewal: Taking Responsibility for Providing an Education of Value" (S. S. Hoo); (12) "Enhancing Access to Knowledge through School and District Organization" (C. Wilson and L. Wright); (13) "Teacher Quality and Equality" (L. Darling-Hammond and J. Green); (14) "Educators for a Truly Democratic System of Schooling" (C. M. Hodge); and (15) "Political Limits to an Education of Value: The Role of the State" (J. A. Cardenas). A concluding note on the EEQP colloquium based on these 15 papers and an index are included. (SLD)
- Published
- 1990
40. The Moral Dimensions of Teaching.
- Author
-
Goodlad, John I. and Goodlad, John I.
- Abstract
Certain critical moral questions must be asked and answered before meaningful educational reform can take place in public schooling. This collection of 10 essays discusses the nature and commitments of teaching as a profession and the moral mission of education and its implications for the teaching profession. "Part One: On the Nature and Commitments of Teaching as a Profession" includes four chapters: (1) "The Occupation of Teaching in Schools" (J. I. Goodlad); (2) "The Rhetoric of Teacher Professionalization" (R. Soder); (3) "The Limits of Teacher Professionalization" (B. L. Bull); and (4) "Some Moral Considerations on Teaching as a Profession" (G. D. Fenstermacher). "Part Two: The Moral Mission of Education and Implications for the Teaching Profession" includes 6 chapters: (5)"The Moral Responsibility of Public Schools" (W. Feinberg); (6) "The Legal and Moral Responsibility of Teachers" (K. A. Strike); (7)"Accountability, Trust, and Ethical Codes of Practice" (H. Sockett); (8) "The Teacher and the Taught: Moral Transactions in the Classroom" (C. M. Clark); (9) "The School as a Moral Learning Community" (B. R. Thomas); and (10) "Society, Schooling, Teaching, and Preparing to Teach" (K. A. Sirotnik). (IAH)
- Published
- 1990
41. Places Where Teachers Are Taught. First Edition.
- Author
-
Goodlad, John I. and Goodlad, John I.
- Abstract
This book utilizes 29 case histories of geographically and institutionally diverse teacher education programs to provide a comprehensive historical perspective on teacher education in the United States. The volume, organized into four parts, is further divided into nine chapters. "Part One: "Teacher Education: A Contemporary Perspective on the Past" includes the following chapters: (1) "Connecting the Present to the Past" (John I. Goodlad); and (2) "Recurring Themes and Variations" (Robert A. Levin). "Part Two: Evolution of Teacher Education: Institutional Perspectives" consists of: (3) "Abiding by the 'Rule of Birds': Teaching Teachers in Small Liberal Arts Colleges" (Charles Burgess); (4) "The Evolution of Normal Schools" (Richard J. Altenbaugh, Kathleen Underwood); (5)"Teaching Teachers in Private Universities" (Barbara Beatty); and (6) "Teacher Education and Leadership in Major Universities" (Irving G. Hendrick. "Part Three: Evolution of Teacher Education: State Perspectives" includes: (7) "The Influence of Bureaucracy and Markets: Teacher Education in Pennsylvania" (Linda Eisenmann); and (8) "Centralization, Competition, and Racism: Teacher Education in Georgia" (Kathleen Cruikshank). "Part Four: Perspective on the Future" contains (9) "Beyond Reinventing the Past: The Politics of Teacher Education" (Roger Soder and Kenneth A. Sirotnik). (LL)
- Published
- 1990
42. Teachers for Our Nation's Schools.
- Author
-
Goodlad, John I. and Goodlad, John I.
- Abstract
A 5-year study of teacher education and the institutional and regulatory context in which it is conducted reveals that several conditions undermine teacher education. These conditions include: low prestige of education departments; preeminence among teacher educators of scholarly publishing over teaching; and stifling, state-mandated curriculum and credentialing requirements. Nineteen postulates, or presuppositions, are proposed regarding the conditions that will need to be in place if able, dedicated persons are to be attracted to school teaching, well prepared for the challenges they will face, and induced to stay with teaching as a career. The first four postulates outline reasonable expectations for the colleges and universities that assume the responsibility of educating educators. Additional postulates relate to selection of students, state licensing of teachers, clinical training of teachers, university/school district collaboration, and teacher education curriculum. (IAH)
- Published
- 1990
43. Better Teachers for Our Nation's Schools.
- Author
-
Goodlad, John I.
- Abstract
In the broad sweep of U.S. history, teachers and teacher education do not emerge as potent forces. Teachers have been primarily female and have played a predetermined, subservient role. Recent findings show that the necessary conditions for vigorous, coherent, and self-renewing teacher preparation programs are not present. Suggestions are provided. Includes 30 references. (MLH)
- Published
- 1990
44. Why Our Schools Don't Get Much Better--And How They Might.
- Author
-
Goodlad, John I.
- Abstract
Improving our schools involves reconstruction of two interacting ecologies--that of the total array of educating institutions and that of the formal system of schooling. There is a need to link teacher education and schools simultaneously in improvement. (IAH)
- Published
- 1990
45. Studying the Education of Educators: From Conception to Findings.
- Author
-
Goodlad, John I.
- Abstract
Reviews the design and conduct of the Study of the Education of Educators (SEE) project. Reports findings concerning institutional context, teacher candidates and their perceptions about becoming teachers, some characteristics and views of education faculty members, and the nature and conduct of the preparation programs studied. Includes 16 references. (MLH)
- Published
- 1990
46. Agenda for Education in a Democracy.
- Author
-
Goodlad, John I.
- Abstract
Describes the first 12 years of the Center for Educational Renewal (CER) at the University of Washington which has the mission of linking the missions of schooling and teacher education. Also describes development and activities of the associated National Network for Educational Renewal and Institute for Educational Inquiry for each of three 5-year phases--1985-90, 1990-95, and 1995-2000. (DB)
- Published
- 1997
47. We Have Met the Enemy....
- Author
-
Goodlad, John I.
- Abstract
The author of "Teachers for Our Nation's Schools" discusses his understanding of the connotative, historical, and philosophical contexts of teacher education. He believes the profession needs a passionate understanding that is sufficient to stir professionals to commitment and action in educational reform. (SM)
- Published
- 1991
48. Why We Need a Complete Redesign of Teacher Education.
- Author
-
Goodlad, John I.
- Abstract
To enculturate the young and help them reason successfully, teachers need appropriate pedagogical and school renewal skills. An interview-based survey disclosed chronic prestige deprivation in the teacher education enterprise, lack of program coherence, theory-practice separation, and stifling bureaucratic regulations. Three promising organizations and some teacher education renewal conditions are described. (14 references) (MLH)
- Published
- 1991
49. Introduction: The Uncommon Common School.
- Author
-
Goodlad, John I.
- Abstract
Introduces articles addressing philosophical dilemmas raised by consideration of common school's role in a changing, multicultural society and examining implications of multiculturalism for schools in a democratic nation. Argues that improvements must be generated school by school and that prototypes for healthy schools must evolve over time. (CMG)
- Published
- 1984
50. The Great American Schooling Experiment.
- Author
-
Goodlad, John I.
- Abstract
Education in the United States has expanded over the years in the pursuit of two goals: individual growth and societal development. Pursuing these goals simultaneously creates problems in setting educational standards, identifying objectives, and integrating students from varied backgrounds, but continued efforts to reach both goals must be made. (PGD)
- Published
- 1985
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