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• W37730013 abstract "As Ms. Fishman observed classes in an Amish one-room school and in a mainstream public school, her preconceived notions of how two school cultures would differ were toppled. THE CARNEGIE Forum. The Edison Project. Goals 2000. The Holmes Group. Project Zero. The National Board for Professional Teaching Standards. The Standards Project for English Language Arts. Those, in alphabetical order, represent only some of current national initiatives for improving American education. Some aim to fix schools; some, teachers; some, curriculum; some, all of these and more. Add to those national initiatives many site-based programs in urban areas. Add to them many state and local school board plans. Add to them many teachers who--individually or in small inquiry groups--choose, for transformative reasons, to teach against grain(1) The sum of these addends is neatly understated by Sandia Report, which concludes that coordinating necessary leadership for educational improvement local, state, and national levels will be extremely difficult because has so many stakeholders.(2) In 1991, same year Sandia Report was written, I received a research grant to investigate Sandia researchers and others like to call the and of U.S. system. I did not define status and performance as dropout or retention rates, fiscal expenditures, standardized test scores, or international comparisons, however. As an ethnographer, I defined it as what counts as success in particular schools, particular My intention was to study reading and writing in three eighth-grade English classrooms in three very different settings: a public middle school, a private Catholic academy for girls, and a residential facility for juvenile offenders. The three classroom teachers were to serve as my co-investigators. Our focus was day-to-day features and day-today functions of their school settings. The period during which we collected data extended from January to June 1991, and only now am I more fully coming to realize we learned during that interval. As I noted in Amish Literacy: What and How It Means, Inductive research in naturally existing settings with naturally functioning subjects is as unpredictable, capricious, complex, and exciting as real life it studies.(3) Not surprisingly, then, analysis of such research is an unpredictable, complex, and painfully long-term process. Multiply settings, and you multiply exponentially possible combinations, comparisons, conclusions, and conundrums with which you must deal. Therefore, I offer here is a first cut -- a look at one of eighth-grade classrooms in my current research, viewed in light of Amish one-room school of my earlier work.(4) Taken together, these two settings suggest that place to look for the present and of education is not in usual indicators, but in beliefs and assumptions of people in classrooms, one person and one classroom at a time. A World Apart Imagine yourself a child between ages of 6 and 14, en route to school--not to a several-stories-high brick edifice or to a low-slung, glass-walled building, but to a white clapboard one-room school-house that sits atop a gentle, grassy hill. A brook runs through meadow behind your school. Thus its name: Meadow Brook School, one of many Old Order Amish schools in Pennsylvania. You arrive at school--on foot, by scooter, or by buggy--and you play tag outside until one of your schoolmates pulls thick, slightly frayed rope of schoolhouse bell, telling you it's time to go in. After hanging your coat on a hook at back of room and depositing your lunch bag on a shelf nearby, you move quickly across worn but well-swept wooden floor to your seat, an armless wooden swivel chair, its metal pedestal firmly anchored to floor behind a slant-top wooden desk. …" @default.
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• W37730013 date "1996-01-01" @default.
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• W37730013 title "Worlds Together, Worlds Apart: The Multiple Realities of American Schools" @default.
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