A Learning-Centered Framework for Education Reform: What Does It Mean for National Policy?
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| Title: | A Learning-Centered Framework for Education Reform: What Does It Mean for National Policy? |
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| Language: | English |
| Authors: | Demarest, Elizabeth J. |
| Source: | Teachers College Press. 2010. |
| Availability: | Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com |
| Peer Reviewed: | N |
| Page Count: | 192 |
| Publication Date: | 2010 |
| Document Type: | Book Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Educational Research, Federal Legislation, Educational Practices, Educational Change, Accountability, Educational Principles, Educational Policy, Educational Assessment, Academic Standards, Government Role |
| Laws, Policies and Program Identifiers: | Elementary and Secondary Education Act, No Child Left Behind Act 2001 |
| ISBN: | 978-0-8077-5157-2 |
| Abstract: | In her new book, Betty Demarest describes a bold agenda for education reform--one that is firmly grounded in a synthesis of educational research about learning, teaching, and the contexts of education. The author's "learning-centered" framework includes: (1) a broad and balanced set of education goals, (2) a multi-faceted concept of achievement, (3) classroom capacity for learning, (4) systemic capacity and infrastructure, (5) shared, reciprocal accountability, and (6) systems of multiple assessments. New research-based concepts in these six areas are critically compared to older concepts behind standards-based reform and No Child Left Behind. This book features: (1) A comprehensive, alternative framework for future education reform that focuses on improving the core educational practices of learning, teaching, content, and leadership; (2) A federal role that emphasizes meaningful partnerships rather than top-down control; (3) A critique of past standards and present accountability-based frameworks, with implications of the learning-centered framework for future national policy, especially ESEA; and (4) An operational definition of educational capacity, a re-conceptualization of accountability, and a sharp reversal of the relative emphasis placed on these strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| Access URL: | https://store.tcpress.com/0807751561.shtml |
| Accession Number: | ED525589 |
| Database: | ERIC |
| Abstract: | In her new book, Betty Demarest describes a bold agenda for education reform--one that is firmly grounded in a synthesis of educational research about learning, teaching, and the contexts of education. The author's "learning-centered" framework includes: (1) a broad and balanced set of education goals, (2) a multi-faceted concept of achievement, (3) classroom capacity for learning, (4) systemic capacity and infrastructure, (5) shared, reciprocal accountability, and (6) systems of multiple assessments. New research-based concepts in these six areas are critically compared to older concepts behind standards-based reform and No Child Left Behind. This book features: (1) A comprehensive, alternative framework for future education reform that focuses on improving the core educational practices of learning, teaching, content, and leadership; (2) A federal role that emphasizes meaningful partnerships rather than top-down control; (3) A critique of past standards and present accountability-based frameworks, with implications of the learning-centered framework for future national policy, especially ESEA; and (4) An operational definition of educational capacity, a re-conceptualization of accountability, and a sharp reversal of the relative emphasis placed on these strategies. |
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| ISBN: | 978-0-8077-5157-2 |
