Systemic Reform: Teachers and the Condition of Teaching.Report as inadecuate




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Network, Jul 1993

The two articles in this issue of Network report on the comments of speakers and participants in the Southwest Educational Development Laboratory (SEDL) 1992 Networkshop. Systemic Reform: Teachers and the Conditions of Teaching, discusses: the evolution and definition of systemic reform; systemic reform in relation to systems involving federal and state government, local schools and school districts, and surrounding communities; contradictory policy trends, the need to focus on the underlying culture of the system; the professionalization of teaching; implications for coordinated policy development; new governance and incentive structures; new teacher development systems; and leadership development. The panel on Two-Way Streets: Improving Attraction and Access of Minorities to Teaching, formed policy discussions around the context in which children learn. In considering the influences that governments, communities, and families exert on education, the panel described why changing a complex system such as teacher preparation remains a difficult task. Topics included: the demographic and moral imperative for change; access and attraction to teaching; the formal and informal contexts of education; solving complex policy problems; and 10 guiding principles for improving access and attraction. (Contains 10 references.) (ND)

Descriptors: Educational Change, Educational Environment, Educational Policy, Elementary Secondary Education, Family School Relationship, Government School Relationship, Higher Education, Partnerships in Education, Preservice Teacher Education, School Community Relationship, Teachers, Teaching Conditions

SEDL State Policy Planning Service, 211 East 7th Street, Austin, TX 78701-3281.





Author: Mays, Judy L.; Pollard, Joyce S.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12030&id=ED403222







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