Abstract
The school's traditional practices are linked to current failures and to the limited prospects of future success. The major problems with current school practices are: adopting instructional programs that have never been fieldtested and revised on the basis of data; using diagnostic practices that “blame” the child as being the sole cause of poor performance; using testing techniques that do not imply curricular remedies; promoting children beyond their grade-level performance; failing to provide teachers with effective training and monitoring. Recommendations for changing the system to become accountable and databased include: bringing pressure from outside the system; lobbying for alternatives to public schools; promoting intervention by the board; involving parents in union negotiations; establishing committees of expert teachers to review administrative proposals and report to the board. The central feature of the plan is to fire administrators who fail to meet attainable student-achievement goals. This practice would ensure that administrators are reinforced when children succeed, a feature that is not part of current practices.
Similar content being viewed by others
References
Alessi, G. (1988). Diagnosis diagnosed: A systemic reaction.Professional School Psychology, 3, 145–151.
Bishop, A. J. (1990). Mathematical power to the people.Harvard Educational Review, 60, 357–369.
Coles, G. (1978). The learning disabilities test battery: Empirical and social issues.Harvard Educational Review, 48, 313–340.
National Council of Teachers of English, Commission on Reading (1987, November).Report card on basal readers. Paper presented at the NCTE Invitational Conference on the Basal Reader, Los Angeles.
National Council of Teachers of Mathematics (1989).Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
Research Advisory Committee (1988). NCTM curriculum and evaluation standards for school mathematics: Responses from the research community.Journal for Research In Mathematics Education, 19, 338–344.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Engelmann, S. Change schools through revolution, not evolution. J Behav Educ 1, 295–304 (1991). https://doi.org/10.1007/BF00947184
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/BF00947184