Commissions, Reports, Reforms, and Educational Policy by Rick Ginsberg;David Plank

By Rick Ginsberg;David Plank

The editors have gathered unique papers facing the impression of commissions on academic coverage and reform. This e-book is a mixture of the views of practitioners at once concerned with writing or reacting to fee stories, and students reading the importance and influence of academic coverage. Chapters are written through many of the country's best experts on schooling. This publication will turn out to be a priceless source for educators, directors, political scientists, sociologists, and others attracted to the nation of schooling. contains a foreword via Paul E. Peterson of Harvard University.

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In fact, my continuing faith in the ability of national education commissions to effect change has propelled me to the helm of another commission: I now serve as executive director of the National Education Commission on Time and Learning, whose mission was discussed above. I hope and believe that the final report of the Commission on Time and Learning will continue the dialogue with the American people begun in A Nation at Risk. Incorporating the lessons learned since 1983—most notably, the need for a fundamental restructuring of the educational experience—the report on time and learning offered truly innovative conceptions for the use of time for learning both in and out of school.

In the area of content, for example, the commission’s implementing recommendations set forth an ambitious body of knowledge and skills to be obtained by students in the various subject areas and called for new and more diverse curricular materials. These recommendations, however, were deliberately made concise so as not to dilute the power of the report’s central message. The Federal Function. While acknowledging the primary responsibility of the states and localities for financing and governing the schools, A Nation at Risk also specified responsibilities for the federal government.

S. high school students spend only half as much time per week engaged in academic work as do Japanese high school students (Thomas and Stafford, 1991). Fortunately, today’s climate may be more conducive to reform with regard to time. As educators and policy makers become more aware of the need for fundamental restructuring, a number of schools and school districts are experimenting with innovative time arrangements. S. Congress passed Public Law 102–62, known as the Education Council Act of 1991, establishing the National Education Commission on Time and Learning.

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