Large-scale reform comes of age
Large-scale reform comes of age
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DOI：
10.1007/s10833-009-9108-z
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发表时间：
2009-05-01
影响因子：
2.8
通讯作者：
Fullan, Michael
中科院分区：
文献类型：
--
作者：
Fullan, Michael
本文回顾了大规模教育改革的历史，指出大规模或全系统改革的政策和策略日益明显。该审查简要论述了1997年以前的时期，结论是，虽然改革的压力越来越大，但制订深思熟虑或成功的战略的例子很少。在第二个阶段（1997年至2002年），我们第一次看到了一些具体的系统改革案例，其中学生成绩的进步是明显的。英国和芬兰就是这样的两个例子。2003年至2009年，我们开始观察到，参与我称之为“学校/区/政府三级改革”的系统数量在不断增加。随着芬兰、新加坡、阿尔伯塔、加拿大、香港和韩国继续在读写、数学和科学方面表现出色，安大略省也加入了这一行列，采用了系统的三级战略，几乎立即产生了效果，并在2009年继续发挥作用。本文确定了这些大规模改革战略的性质。值得注意的是，美国几乎没有进行富有成效的整体制度改革。除了自2000年以来在少数地区取得了一些成功之外，尽管存在“没有战略的政策”，即“不让一个孩子掉队”，但美国未能在提高学生成绩方面取得任何进展。在论文的最后一部分，我考虑了奥巴马政府根据“行动理论”在这篇文章中确定的整个系统改革的早期步骤，并预测在不久的将来，我们将看到大规模改革战略的巨大扩展和深化，不仅在美国，而且在全世界。
This article reviews the history of large-scale education reform and makes the case that large-scale or whole system reform policies and strategies are becoming increasingly evident. The review briefly addresses the pre 1997 period concluding that while the pressure for reform was mounting that there were very few examples of deliberate or successful strategies being developed. In the second period-1997 to 2002-for the first time we witness some specific cases of whole system reform in which progress in student achievement was evident. England and Finland are cited as two cases in point. In 2003-2009 we began to observe an expansion of the number of systems engaged in what I call tri-level reform-school/ district/government. As Finland, Singapore, Alberta, Canada, Hong Kong, and South Korea continued to demonstrate strong performance in literacy, math and science, Ontario joined the ranks with a systematic tri-level strategy which virtually immediately yielded results and continues to do so in 2009. The nature of these large-scale reform strategies is identified in this article. It can be noted that very little productive whole system reform was going on in the United States. Aside from pockets of success at the level of a few districts since 2000, and despite the presence of a 'policy without a strategy' in the form of No Child Left Behind the US failed to make any progress in increasing student achievement. In the final section of the paper I consider the early steps of the Obama administration in light of the 'theory of action' of whole system reform identified in this article and predict that there we will see a great expansion and deepening of large-scale reform strategies in the immediate future, not only in the U.S. but across the world.