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Beyond reform, choice, charters, and...

Brock, Irene F.

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Beyond reform, choice, charters, and vouchers: A new option for state-level public education to empower community-designed systems of learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beyond reform, choice, charters, and vouchers: A new option for state-level public education to empower community-designed systems of learning./
作者:	Brock, Irene F.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1952.
Contained By:	Dissertation Abstracts International64-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3094106

Beyond reform, choice, charters, and vouchers: A new option for state-level public education to empower community-designed systems of learning.
Brock, Irene F.

Beyond reform, choice, charters, and vouchers: A new option for state-level public education to empower community-designed systems of learning. - 212 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1952.

Thesis (Ph.D.)--Indiana University, 2003.

This inquiry traces the history of school reform in the U.S. over several decades to reveal the lack of substantive results from the numerous types of reform efforts. The study contends that the lack of reform effect in schools is caused by misguided attempts to repair an outdated system which has exceeded its capacity and is unable to meet the needs of Twenty-first Century society. The current system of public education, developed in the industrial epoch, cannot be transformed to serve the new information era with its uniquely different technologies, values, purposes, and needs.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Beyond reform, choice, charters, and vouchers: A new option for state-level public education to empower community-designed systems of learning.
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500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1952.
500 $a Chair: Carlos Ovando.
502 $a Thesis (Ph.D.)--Indiana University, 2003.
520 $a This inquiry traces the history of school reform in the U.S. over several decades to reveal the lack of substantive results from the numerous types of reform efforts. The study contends that the lack of reform effect in schools is caused by misguided attempts to repair an outdated system which has exceeded its capacity and is unable to meet the needs of Twenty-first Century society. The current system of public education, developed in the industrial epoch, cannot be transformed to serve the new information era with its uniquely different technologies, values, purposes, and needs.
520 $a The study maintains that only the design of an entirely separate system of public education, designed at a grassroots level by those directly served by the new system, has the ability to meet the needs of an Information Age society. The methodology of social systems design is used to create a model of a new state-level system of public education to serve as an example of what such a system might look like and how it might function. The model is not intended for immediate implementation, for that would violate a critical principle of social systems design methodology. Rather it is intended to serve as an incubator for public conversation and idea generation.
520 $a The design methodology of Banathy (1991, 1996), Jenlink, Reigeluth, Carr, and Nelson (1998), and Reigeluth (1993, 1999) is constructed into four specific phases to guide the design of the new system. The methodology includes the use of two groups of participants. The first is a small group of expert designers serving as catalysts for the design process. The second is a set of representative stakeholders in Indiana providing feedback and additional ideas to the cumulative design work of the researcher. A methodology of interpretive policy analysis (Yanow, 2000) is also used to exam the Indiana Constitution to determine the legality of a second and parallel system of public education in the state.
520 $a The new model both empowers and enables communities to design their own desired systems of education as well as the regional and state entities that will serve and support them.
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