By Elizabeth Demarest
In her new booklet, Betty Demarest describes a daring time table for schooling reform—one that's firmly grounded in a synthesis of academic examine approximately studying, instructing, and the contexts of schooling. The author’s “learning-centered” framework comprises: (1) a wide and balanced set of schooling objectives, (2) a multi-faceted proposal of accomplishment, (3) school room skill for studying, (4) systemic means and infrastructure, (5) shared, reciprocal responsibility, and (6) platforms of a number of checks. New research-based recommendations in those six parts are significantly in comparison to older strategies at the back of standards-based reform and No baby Left Behind.
- A accomplished, replacement framework for destiny schooling reform that makes a speciality of enhancing the middle academic practices of studying, educating, content material, and leadership.
- A federal position that emphasizes significant partnerships instead of top-down control.
- A critique of earlier criteria and current accountability-based frameworks, with implications of the learning-centered framework for destiny nationwide coverage, particularly ESEA
- An operational definition of academic ability, a re-conceptualization of responsibility, and a pointy reversal of the relative emphasis put on those strategies.
Elizabeth J. Demarestis an schooling advisor residing in Alexandria, Virginia. She used to be previously with the U.S. division of schooling and the nationwide schooling Association.
“Betty Demarest essentially defines a learning-centered framework for bettering coverage and perform. Practitioners can enjoy the innovations outlining a transparent pathway for reworking to learning-centered perform in our nation’s classrooms.” —Gerald N. Tirozzi, govt director, nationwide organization of Secondary institution Principals
“Betty Demarest’s deep adventure with learn and coverage improvement permits her to re-envision reform at many degrees, all in line with study proof for legitimate ideas and practices of training and studying. This publication is a welcome present to policymakers and practitioners.”
—Roland Tharp, learn professor, college of California, Berkeley
“Demarest presents a research-based origin for expert dialogue and debate as Congress renews federal schooling legislations. Her synthesis of key concerns may still offer a kick off point for any critical dialogue of how ahead in federal schooling policy.”
—Mary Haywood Metz, professor emerita, college of Wisconsin–Madison
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A Learning-Centered Framework for Education Reform: What Does It Mean for National Policy? by Elizabeth Demarest