Tomorrow's Schools Research Articles

Staffing Issues in Remote Rural Schools - What Can New Zealand Learn from the Australian Experience?

Isolated rural schools in New Zealand have always had difficulty attracting and retaining appropriate staff but under the "Tomorrow's School's" regime, the situation has become much worse. Schools in New Zealand are governed by a Board of Trustees, comprising members of the local community and these Boards are charged with the responsibility of employing staff and monitoring their performance. There are few incentives to attract and retain teachers in remote areas and so the fields of applicants are often small and finding a suitable applicant can be a real problem. Appointing suitable applicants is difficult but retaining them in rural areas is even more of a problem and monitoring performance is almost impossible for a Board of Trustees with little or no expertise in the area of performance appraisal. The Education Review Office carries out school reviews every two to three years and reports to the Minister of Education on the performance of the Board of Trustees.

Workplace Reform in New Zealand: The Case of "Tomorrow's Schools"

This paper describes the development and structure of a research project, known as the 'Shared Decision Making Project', which is being funded by the secondary teachers' union, the New Zealand Post Primary Teachers' Association (PPTA). The project is using action research methods to explore management structures and decision making processes in New Zealand secondary schools, and seeks to document successful practice described in the context of a theoretical base; and to describe successful and unsuccessful experimental developments in a group or participant schools.

Tomorrow's Schools: Yesterday, Today, and Tomorrow

in the previous 100. When one is thrust into the educational limelight where many people talk about the same principles you have held for so long, it is disconcerting even if that is the outcome you have wanted. Dare we say it? With increasing frequency the concepts which have been associated with middle level education, teaming, guidance, exploration, and others, are now mentioned in dozens of combinations in various school restructuring rationales and projects. Middle level education is now the mainstream of American education! As sweet as it is, public acceptance of these ideas is a double-edged sword. There has always been an us versus them, a good guys/bad guys feeling held by middle level educators. There had to be. When you do not receive support from other teachers at other levels you have to have a strong sense of self as well as school mission. Middle level educators have banded

The Functions of Educational Research

I n 1969, just a little over 20 years ago, Lee J. Cronbach and Patrick Suppes coedited a book entitled Research for Tomorrow's Schools in which they drew a distinction between two kinds of research, each of which they portrayed as having an important bearing on education. The first of these they called decision-oriented inquiry, the second, conclusion-oriented. Here is how they described the difference:

Developing Visionary Leaders for Tomorrow's Schools

Universities face a major chal lenge as they seek to prepare leaders for tomorrow's schools. It is essential that they move from a focus which perpetuates the sta tus quo to one that promotes educational renewal. Such a direction will require that attention be given to the very nature of how the leader thinks.

Inviting Conversations: The Holmes Group and "Tomorrow's Schools"

Inviting Conversations: The Holmes Group and "Tomorrow's Schools"

Book Review: Science and Technology in the Primary School of Tomorrow

Book Review: Science and Technology in the Primary School of Tomorrow

Tomorrow's secondary schools: A systemic overhaul of attitudes and operation

The computer has begun to change drastically many traditional ways of teaching and learning, but the total atmosphere pervading the school remains largely unaffected by the advancing technologies. In this article, two communications specialists look at the electronic anatomy and physiology of innovation in secondary schools and assay some expected results of completely revamped high schools.

Goal Aspects of Teacher Education

summary Despite the central role of teachers in any education system, teacher education is frequently the weakest of the links in the process of educational reform. In examining this problem, the author focuses on the question of the goal aspects of teacher education. Examples from the Federal Republic identify some of the constraints affecting goal achievement; these include legalistic, traditionalist and socio‐economic constraints. The more open the society, the more visible are these difficulties. The article then examines in depth five separate goal aspects of teacher training: the economic (income), social (status), formal‐legal (position), professional (everyday activity) and socio‐educational (system); these factors interrelate one to the other. Some desiderata for the development of teacher education are identified. These include a view of the teacher as reformer, recognition of the realities of teacher employment, and also a realisation that the ‘school of tomorrow’ poses a challenge to ‘the scho...

Technology, learning environments, and tomorrow's schools

(1985). Technology, learning environments, and tomorrow's schools. Peabody Journal of Education: Vol. 62, Planning the School of the Future, pp. 93-113.

Testing Reasoning and Reasoning About Testing

the United States in recent years, much worry and writing have been occasioned by the apparent lack of influence of social science research on practical affairs, including affairs of schooling. 1979, for example, Lindblom and Cohen wrote, In public policy making, many suppliers and users of social research are dissatisfied, the former because they are not much listened to, the latter because they do not hear much they want listen to (p. 1). Whatever the merits of the general proposition that social science research has exerted little influence on practical affairs-and in particular, the practice of education-there is one very clear exception this notion. It is the influence that research on testing has exerted on education. This influence will be traced in detail later in this paper, but for the moment, only two works need be cited. Twice in the last two decades, the National Academy of Education has set out explore the relationship between research and education, and how the latter might benefit from the former. These efforts resulted in books which diverse groups of eminent scholars contributed. Each volume gave extended examples of how research has influenced educational practice. The first example in each volume? Research for Tomorrow's Schools (Cronbach & Suppes, 1969), it was Mental Tests and Pupil Classification. Impact of Research on Education (Suppes, 1978), it was On the Theory-Practice Interface in the Measurement of Intellectual Abilities by John Carroll. If theory and research concerning standardized testing have influenced educational practice, it is worth tracing the relationship for several reasons. First, it illustrates the variety of ways in which educational research may influence educational practice. Second, it indicates something of future possibilities and limits for research concerning testing improve teaching and learning. Third, it suggests a point that suppliers... of social research... not much listened to may too easily forget-namely that not all influence is useful or of the stuff which we ought aspire. Thus the purpose of this paper is recount the history of research and reasoning about mental testing and its role in educational practice. The history of this relationship is here divided into three broad parts. The first concerns the roots of mental testing up until approximately World War I (WWI). The second, lasting from WWI until 1950, deals with the refinement of testing techniques and institutionalization of testing in educational practice. The third, lasting from about 1950 through the 1970s, was a time when education emerged prominently on the national agenda, and the role of testing in the agenda became markedly more mixed. Tests were seen variously as indicators of educational problems, as solutions some of those same problems, and as sources of other troubles. The last part of this paper, after summarizing what the relationship between research concerning testing and educational practice has been in the past, suggests research regarding testing that might constructively influence educational practice in the future.

Computer Simulation in Tomorrow's Schools

Computer Simulation in Tomorrow's Schools

Tomorrow's School— Commitment with Choice

No proposal is going to solve all education's problems, says this author, who hopes that her thoughts here will act as a catalyst for eliciting creative and constructive appraisal for American education.

The Hungarian plan for the school of tomorrow

The Hungarian plan for the school of tomorrow

Physically Educated—What it Will Mean for Tomorrow's High School Student

Physically Educated—What it Will Mean for Tomorrow's High School Student

Educational Organization for the Future

Futurist literature provides clear evidence that the speed of societal change can only increase in the years to come. If they are to function effectively in tomorrow's world today's schools must begin now to plan for substantive reorganization. Some sug gestions are offered below.

Moral development and democratic schooling

Peter Scharf University of California Program in Social Ecology Irvine, California D emocratic participation in schooling is a rather recent phenomenon. Early American educators clearly did not intend nor believe that students should have a voice in their own education. The colonial school (Bailyn, 1966) was authoritarian, teacher-directed, and often punitive. The meaning of education, until the twentieth century, implied the problem of entrance (i.e., that all children be able to enter the common school) and not the problem of substance (i.e., that education should be structured democratically). Only in the early twentieth century did progressive educators raise the possibility of democratizing the classroom itself. John Dewey, of course, was both the foremost initiator as well as narrator of this movement to democratize the school. In his view schooling in a democratic society requires democratic rhetoric. The structure of the school must reflect its stated democratic aims. He implies that if the ends of education are the creation of a democratic citizen and society, this purpose must be reflected in the organization of the school itself. A principal who justifies using authoritarian means with ademocratic ideology would find these ends soon obviated. Consistent with his views of education as reflective experience, Dewey saw the school providing a natural laboratory for democratic learning. This assumes, of course, a curriculum which added upon and enlightened natural democratic experiences. In his Schools of To-Morrow (1906), Dewey sought to exemplify his beliefs by analyzing the most promising experiments of his day including the revolutionary Gary, Indiana, public schools (Gary Plan). Here, the students were not only involved in school-rule creation but in the democratic maintenance of the school's physical plant:

A Not So Modest Proposal: Technology and Tomorrow's School

This paper examines the use of the technology of the electric typewriter and the electronic calculator in the curriculum of the elementary school. Each technology will be looked at in context of the historical development of the skill which each technology implies, viz., communication and calculation respectively. A summary section will discuss the significance of each technology as it pertains to current and future curricula. As controversy waxes and wanes periodically over the training of future writers, this paper points out an interesting issue, instruction in elementary school.

The Interpersonal Relationships of the Principalship

How a principal operates and functions as the leader of a school is based on complex interactions. What these are and how they affect the principal are de scribed by this writer who concludes that principals will continue to have major roles in tomorrow's schools. The article by Eric Vetter on page 11 covers how to handle role pressure.

Making the Arts a Reality in the Schools of Tomorrow: An Agenda for Today

Making the Arts a Reality in the Schools of Tomorrow: An Agenda for Today