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• W291243134 abstract "schools means tearing apart their structures and routines and putting them back together in new and, it is hoped, improved ways. But we already know a lot about creating schools and obtaining high-quality teaching and learning. So here, we use what we know to examine the likely consequences of unbundling schools. To do this, we've picked three areas to explore--coherence and infrastructure, the instructional core, and political accountability--to see both the opportunities inherent in unbundling and the challenges to the concept. COHERENCE AND INFRASTRUCTURE There are two opposing visions of the consequences of unbundling for school coherence and academic infrastructure. One puts its faith in a more powerful state and locates the problem in efforts to achieve ambitious aims despite the absence of a more comprehensive state and federal role in supporting improvements in teaching and learning. From this perspective, unbundling could further exacerbate our woes. The other places its faith in those on the ground and sees unbundling as a way of extending the for those who are closest and most informed about the problem. American public schools have long been plagued by incoherent signals about teaching and learning--the technical core of schooling. In part, this occurs because all levels of government have some involvement in K-12 education, and there is no clear division of responsibility. But the problem isn't entirely one of governance. Incoherence can occur because of an infrastructure problem; that is, the U.S. has never developed an infrastructure to support classroom teaching. In this context, infrastructure means a system of supports for practice, including curricular materials, assessment instruments, standards of practice, routines for ensuring these standards are met, and procedures for dealing with situations when they are not met (Cohen and Moffitt 2009). Of course, the two problems are related. Divided government with no clear division of responsibility or jurisdiction can frustrate efforts to build infrastructure. Or, these arrangements can make it difficult, if not impossible, to muster the political will and resources necessary to put it together. While federal agencies have tried to encourage and fund such infrastructure building initiatives (e.g., the math and science curricular development efforts after Sputnik), the results have often been meager. Even when government manages to create stronger and more coherent signals (e.g., NCLB), the results of these efforts in classrooms are frustrated by an impoverished infrastructure to support practice. Over the past 20 years, school reformers have emphasized the importance of creating greater coherence among different elements of the system, which begs the question of whether a general contractor model could create this needed coherence (Smith and O'Day 1991). Unbundling could exacerbate the coherence and infrastructure problem in that the local school or school district will have to select different providers to address various functions. They'll also have to ensure that the work of each different provider aligns with all the others and with work done by school and district employees. Local educators would have to make wise choices so that the various providers whom they select would offer coherent messages about teaching and learning and how to improve both. In a system with such huge inequalities at the local level in terms of human and financial resources, we might expect wide variation in the wisdom of these selection decisions. The same holds for infrastructure. Unbundling allows local educators to piece together various components offered by different providers in order to create an effective infrastructure. The ability of local educators to do so will depend in part on what's available in the marketplace. Because providers are likely to focus on different market niches--curriculum materials, tests, inspectors--local educators would have to put together the jigsaw puzzle in such a way that they create an infrastructure that offers coherent support. …" @default.
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• W291243134 date "2010-11-01" @default.
• W291243134 modified "2023-09-26" @default.
• W291243134 title "Unbundling Promises and Problems: Deconstructing Schools and the Education System as We Know It May Offer Some Enormous Challenges and Great Pitfalls" @default.
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