Shifting Paradigms or Shifting Perspectives: An Analysis of Fifty Years of Education Reform.Report as inadecuate




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Since 1946, four major efforts to improve educational outcomes through shifts in governance have occurred in North Carolina. The 1989 reforms were characterized by an increase in rhetoric about local control and initiatives, teacher involvement, and school-based management. This paper surveys the last 50 years of educational reform policy in North Carolina, with a focus on the following four reforms: (1) the Commission on Merit Rating of Teachers (1946); (2) the North Carolina Teacher Merit Pay Study (1960-65); (3) the North Carolina Career Development Program Pilot (1985-89); and (4) the School Improvement and Accountability Act of 1989. The review concludes that the intended effects of the reforms have rarely been achieved, since they were based on the mistaken assumption that increased teacher salaries would result in improved student performance. In addition, power relationships did not change. The reforms perpetuated the same paradigm, which is based on industrial-age models of work, governance, motivation, and organizational behavior. Five tables are included. Contains 25 references. (LMI)

Descriptors: Academic Achievement, Accountability, Educational Change, Educational History, Educational Policy, Elementary Secondary Education, Governance, Incentives, Policy Formation, State Action, State Legislation, Teacher Salaries











Author: Holdzkom, David; Kuligowski, Barbara

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12486&id=ED375481







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