Harvard professor Richard Elmore reviews the research and argues that education reforms that are based on standards and accountability will fail unless policymakers also adopt a strategy to ensure that educators have the knowledge and skill they need to help students succeed.
In this major research analysis, Richard Elmore explores the problems with the structure and leadership of public education, while explaining the dangers of public funding for private schools. He urges educators to study the schools whose leaders and best practice are succeeding in meeting high standards, including through the use of collaboration and distributed leadership.
A significant percentage of unorganized professionals would like to be represented in their workplaces by a union or some other type of “employee organization.” This conclusion, drawn from two Shanker Institute-sponsored studies, comes in spite of the fact that many professionals hold a stereotypical view of unions as overly confrontational.
This paper, by Richard Hurd, director of labor studies at Cornell University, explores the changing nature of professional work, examines the attitudes of pr
These early polls show that nation's teachers and principals strongly support higher academic standards, while at the same time harboring serious questions about adequacy of implementation and an overemphasis on testing.
The Institute provided a grant to support the writing of this important book by James Stigler and James Hiebert, which explores the school system's failure to support a culture of professional development for teachers. It compares what's lacking in teacher training in this country with what's working in Japan, where teachers spend time working together to improve their skills.
This special 1997 edition of the AFT’s American Educator magazine attempts to capture some of Al’s most important ideas—the ones that inspired his public life, the ones he lived by, the ones that left the most enduring mark.
In the essay, Al talks about his lifelong dedication to "gaining collective bargaining rights for teachers and using the collective bargaining process to improve teachers’ salaries and working conditions." He also makes it clear that the teacher union movement always had an equally important aim: making schools work better for kids. His tireless efforts, during the past 15 years or so, on behalf of high standards of conduct and achievement and against the fads and follies that threaten to destroy public education were not an "about face" but a logical extension of his trade unionism.
The essay closes with Al’s reflections on the reasons for his long fight to preserve and strengthen public education.
