Challenging the Grammar of Schooling (Part 2)
At the recent annual meeting of the American Educational Research Association, I participated in a symposium entitled “Changing the Grammar of Schooling? An Examination of Reform.” The chair, Jal Mehta (Harvard University) invited Michael Fullan (University of Toronto) and me to comment on four researchers’ papers. The papers were:
Making the Periphery the Core: Possibilities and Challenges in Public Eduation
Jal David Mehta, (Harvard University); Sarah M. Fine, (University of California, San Diego)
Design Thinking, Leadership, and the Grammar of Schooling Implications for Educational Change Lea Hubbard, (University of San Diego); Amanda Datnow, (University of California, San Diego);
College for All and the Grammar of Schooling Karen Quartz, (University of California, Los Angeles)
The Rise and the Fall of New Schools in New York City and Singapore Thomas Hatch, (Teachers College, Columbia University); Jordan Corson, ( Teachers College, Columbia University); Sara M. Gerth van den Berg, (Teachers College, Columbia University).
Here are my comments on these papers.
I want to thank Jal for inviting me to comment on the four papers presented here….
These four papers examine the concept of the “grammar of schooling”—I still put the phrase in quote marks—that David Tyack and I grounded our history of CONTINUE READING: Challenging the Grammar of Schooling (Part 2) | Larry Cuban on School Reform and Classroom Practice
