| Popis: |
In this chapter, we examine key linkages between systemic levels that impact classroom and school-level educational reform. Clearly, reform requires coordinated support (Datnow & Kemper, 2002; Earl et al., 2003). There is much that policy-makers, politicians, researchers, other reform stakeholders, principals and teachers need to know in order to effectively support the development and sustaining of high quality teaching and learning. People involved in trying to improve learning for all students often find themselves having to design systems for which they know no precedent. They must problem-solve in unfamiliar ways, develop up-to-date curricula, and coordinate resources in ways they have never before done. This requires systemic inquiry and system-wide capacity building. One of the least researched, yet most salient factors in educational reform is the linkages that exist across policy domains, and understanding how various kinds of resources work to strengthen — or tear asunder — these linkages |
