A r c h i v e d  I n f o r m a t i o n

Study of Curriculum Reform - October 1996

Implications for Needed Research

Upon completion of a study, most researchers can identify many facets of their investigation that would benefit from even more research. Such is the case here; more understanding would be helpful with respect to educational goals, curriculum, instructional approaches, teacher roles, student roles, assessment, and the processes of educational change, among others. A few topics stand out, however, and will be addressed here. Generally, a few factors out of many potentially have an especially strong effect; they are the ones deserving of attention in this discussion of needed additional research.

Do the Research in the "Real World"

The results of this research strengthen the conviction that research in ordinary schools under everyday conditions is needed most. Research conducted under tightly controlled conditions, with the support of highly specialized educational expertise, and sufficient funding to insure the authenticity of the experimental variables is an important activity, but its usefulness is limited. The process of making desired changes under ordinary school conditions is not the same. Research is needed especially in the context of routine settings where all of the "real world" constraints apply. Such were the conditions under which this research was done; more is needed.

Approach the Research Systemically

A closely related idea is to approach the research systemicly. The educational reforms being promoted today are very complex. The context in which change is being sought is highly complex. The various processes of fostering change are decidedly complex. Under these circumstances it is essential to approach the research systemicly. Curriculum content, pedagogy, assessment, the social context of schooling, and much more, are all part of the picture and they interact. Unless the entire situation is approached systemicly, the prospects of understanding it are dim.

Assessment as an Example

Research on assessment serves as an example for both of the above points. Assessment, as a focal point of research studies, has received major attention in recent years. Much has been gained from this research, yet the picture of assessment that comes from these case studies is not what one would predict based on the rhetoric of the educational reform literature and the implications drawn from the ongoing assessment research. As noted above, new approaches to classroom assessment are relatively low on the agenda of many teachers working toward educational reform. A lot of other curricular and instructional matters seem to demand attention first. And when it comes to large-scale assessment, teachers generally do not look to it as a promising lever for reform; they just hope it improves enough to not cause them unduly great problems. Assessment problems look different in the "real world" of educational reform and studies of assessment must be approached systemicly in that context if its true role and impact is to be understood. Separate--i.e., non-systemic--studies of assessment are not a plausible entry point for studies of implementing the NCTM Curriculum and Evaluation Standards for School Mathematics or the NRC National Standards for Science Education in ordinary schools.

Focus on Student Roles and Student Work

A critical finding of the cross-site analysis is that changes in the roles of students and in the nature of the work they do is at the heart of educational reform. In this sense, the results of the research substantiate the recommendations of the reformers. Without the desired changes in student role and work, true reform does not occur. On the other hand, appropriate changes in this regard have a high probability of insuring the reform.

A related finding of the research is that in the cases studied, a failure to bring about the desired level of change in this arena was almost universal. Thus, the highest priority for future research has to be given to this topic. It is an area that has been researched very little in the sense that it is being advocated here, namely extending the ideas of constructivist learning to give students a lead role in shaping these changes. Elaboration of the type of research needed has been published by other researchers since the cross-site analysis reported here was completed (Corbett & Wilson, 1995).

Teacher Learning Needs Major Attention

Changes in students' roles and work will come about through the work of teachers in classrooms. Thus, the role of teachers needs major attention to understand better just how they can foster these student changes. The results of the cross-site analysis emphasize that teacher learning is central to educational reform and that (1) it apparently takes place most readily in collaborative work contexts, and (2) hinges upon changes in values and beliefs. The pedagogy dimensions of the new standards for science and mathematics are central to these concerns.

Research is needed to understand more fully the collaboration that must be developed, especially in the day-to-day work context, but also through inservice education and through conferences and networks. More understanding is needed of learning organizations--in terms of both teachers and students--and how it is related to values and beliefs, both individually and collectively.


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