Science Chats Forum

Beginning questions
(All comments questions, etc are greatly appreciated.)

1) Critical issues surrounding developing and implementing school programs also what are the concerns when attempting to evaluate the programs.

Question: What would be options to approaches for examining the structure of the program?

My thought was to look at classical vs contemporary ways that leaders work such as the ideas of Descartes versus Roszak as far as rules of thinking.

Thanks to some dedicated scholars, I was given recommendations to help me narrow and focus this discussion. It is refreshing to have communicated with them: Professor ES from Canada and Professor BM from Missouri were so very helpful Professor Mike from the UK also gave me great pointers. Many Thanks to you!

Professor ES identified this topic as related to organizational, institutional, and decision-making models. She indicated some possible perspectives. Weber (political) and Durkheim (cultural).

Professor ES suggested that I look at neo-institutionalism and linear rationalist approaches among others. She cautioned that I be attentive to areas that may be problematic as well as remembering contextual factors as well as interpersonal and cognitive issues.

Professor BM suggested that I look at the critical interplay of educational leadership and reform. He suggested reading two exchanges regarding Texas style accountability - authors Skrla/Scheurich (Texas A&M) and Valencia/Valenzuela (U of Texas), Sloan and Foley.

I was finally able to access the information from Professor Mike (UK). Professor Mike looked at the dimensions of knowledge as a significant determiner for the educational program. He listed Basil Bernstein as a key player in this area. Professor Mike mentioned how Bernstein viewed the classification and framing of knowledge, indicating that the related llinks between knowledge structures, when strong, would support learner identities. Professor Mike also mentioned that these ideas can be traced back to Durkheim.

Professor MIke elaborated on the relationship of context-dependent and context independent knowledge, labeling the latter as powerful knowledge (theoretical - a basis for making judgments). Professor Mike posited that schools can address social equity by making the acquisition of powerful knowledge a major goal of the curriculum.