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ABSTRACT
We are in an unprecedented period of call for educational improvement. This paper explores the reasons why this generation's educational reform period is lasting much longer than previous reform periods. It then asks what can be done, and looks at several “promising programs” for improving students’ learning. Third, the paper argues not just for valid teaching methods and programs, but also for high reliability implementation methods. Adults create and implement programs, students experience schooling, including new reading programs, as the programs are presented. In a high reliability organization, schooling as designed by adults would be very nearly the same as schooling experienced by children. The paper ends with implications of this reasoning.
1. This paper was written under a grant from the Office of Educational Research and Improvement, U.S. Department of Education (No. OERI‐R‐117‐R‐90002). The Special Strategies Studies were funded through the U.S. Department of Education (Contract Nos. LC90010001 and LC90010002). However, any opinions expressed are the author's and do not represent OERI or U.S. Department of Education positions or policies
Notes
1. This paper was written under a grant from the Office of Educational Research and Improvement, U.S. Department of Education (No. OERI‐R‐117‐R‐90002). The Special Strategies Studies were funded through the U.S. Department of Education (Contract Nos. LC90010001 and LC90010002). However, any opinions expressed are the author's and do not represent OERI or U.S. Department of Education positions or policies
