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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?
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
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  Data: 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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      – Text: English
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      – SubjectFull: Federal Legislation
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      – SubjectFull: Educational Assessment
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      – SubjectFull: Elementary and Secondary Education Act
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      – SubjectFull: No Child Left Behind Act 2001
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      – TitleFull: A Learning-Centered Framework for Education Reform: What Does It Mean for National Policy?
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