By Gary A. Griffin
Explores a specific academic reform attempt, instructor education partnerships, with specific consciousness to criteria and overview.
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In J. J. Schwab & P. F. ), The teaching of science (pp. 1–103). Cambridge, MA: Harvard University. , & Zumwalt, K. (1992). Curriculum implementation. In P. W. ), Handbook of research on curriculum: A project of the American Educational Research Association (pp. 402–435) New York: Macmillan. Tharp, R. G. (1999). Effective teaching: How the standards came to be. html. Whitford, B. L. (1994). Permission, persistence, and resistance: Linking high school restructuring with teacher education reform. In L.
16). These latter responses reveal the tendency to apply standards in a rigid or prescriptive way, demonstrating that private theories influence how individuals implement standards. Given this condition, teacher educators must publicly deliberate about what standards are and how they ought to be used. Without such deliberation, standards hold little promise for influencing teaching practice, because they are likely to be used in idiosyncratic and unpredictable ways. Many faculty members interviewed also expressed a concern that the standards’ emphasis on teacher performance could lead to their use as a pro forma checklist of best practice.
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