This paper examines the need for reforms in schools and how to implement them successfully.
Written in 2001; 1,555 words; 3 sources; MLA; $ 51.95
Paper Summary:
This paper describes ways to implement changes in schools, and which changes specifically need to be made in the school system today. Schools today use the same teaching styles and failings that were in practice decades ago. There are many suggestions for reforms which have been decided on but the trouble does not seem to be with the programs themselves, but rather with their application. This paper details ways to successfully initiate a process of change within the schools such as :actually assuring that one gets about to initiating the change in fact as well as in concept, make new goals for the school based on information regarding the programs success and failures, slow and firm change, and more. It gives a step-by-step detailed guide to deciding what change to make and how to make it.
From the Paper:
"Between federal, state, and popular mandates, schools have overwhelmingly heard a demand for change. Society is both more technologically advanced, and more sociologically varied than it was 50 or even 20 years ago when most of the programs in use today were being conceived. Many reforms have been talked about, and many schools have been ordered to implement them. Some have even tried. Despite all this, the effects of change are neither widespread nor readily visible. To the contrary, the number of at-risk students "now constitutes thirty percent of the school population" (Hord, 1990). It appears that all the best intentions in the world have left school with much the same teaching styles and failings that were in practice decades ago. The main problem, however, does not seem to be with the programs themselves, but rather with their application:
The regular demise of this multiplicity of programs led to the judgment that the innovations themselves were not effective, because they produced no appreciable student outcomes. In most cases, in fact, the programs were never incorporated into the day to day operations of classrooms and could be found in bookshelves gathering dust (Hord, 1990)."
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