- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
“Seeds” schools are ones that have extraordinary capacity to translate a vision into reality. Such schools are ones in which staff is cohesive, excited about teaching, led by a visionary leader willing to involve the entire staff decisions, and broadly aware of research trends and ideas being implemented elsewere. (Slavin, 2005, p. 258-259) Being able to find thise types of school is very rare. Most schools are against reforms, they are not in the position to implement new curriculum, or they do no think its something they need to do. I think that reforming school and implementing new curriculums would take a very long time. It has to be slowly implemented, one step at a time. Many schools feel that they are already doing a good job hence will not readily accepted new ideas and changes. I can understand how some schools would not want to reform, because of all the work and energy required to implement those changes when they the feel that it is not necessary. They might feel that putting in new curriculum or new programs would cost too much money and they do not have the funds for such things. I think that for reforms to be successful, the government should play a part in the reforms, they could provide the funds to implement the new changes or they pass out legislations that are mandatory for schools to implement the new and improved curriculums. For reforms to take place, funds and support from government is crucial, without the need to do make changes; many schools will simply ignore such things, why increase more work for themselves? Also, I think that if there was an incentive of some kind; such as a recognition, than more schools would be willing to try enforcing changes and adding new types of programs to their schools.
p.h
Reference:
Slavin, R. E. (2005). Sand, bricks, and seeds: School change strategies and readinessfor reform. In D. Hopkins (Ed.), The Practice and Theory of School Improvement (pp.265-279). Netherlands: Springer.
p.h
Reference:
Slavin, R. E. (2005). Sand, bricks, and seeds: School change strategies and readinessfor reform. In D. Hopkins (Ed.), The Practice and Theory of School Improvement (pp.265-279). Netherlands: Springer.