John I. Goodlad

School-University Partnerships and Partner Schools

Currently, there are few teacher education settings in the United States where discussion of program improvement does not include reference to professional development schools. However, the discussants differ in their understandings of what they are talking about. The range is wide: from schools where future teachers hone the final stages of their preparation to centers where experienced teachers come together for in-service education. This article is about the former: schools in which school and university personnel join in renewing schools where a significant part of the preservice teacher education program is carried out jointly. The necessary joining of K-12 and university cultures brings with it virtually every problem documented in the literature of educational change. Yet it is a long-overdue effort that is here to stay. There is likely to be no turning back as what is now more talk than action becomes a common feature of the teacher education enterprise.

Whither Schools of Education

The history of schools, colleges, and departments of education (SCDEs) suggests that they were born with a congenital malaise, into an inhospitable surround, or both. Conduct of their teacher education function brought into academe the often-unappreciated baggage of connections with the low-status occupation of teaching in the lower schools. Conduct of their academic function and assumption of the designation education was an affront to the traditional departments that saw themselves also in the business of education. The consequence for many SCDEs appears to have been a kind of schizophrenia, with its complex etiology clearly manifested in the institutional exercise of the faculty reward structure. The malaise intensified with the transition of normal schools to teachers colleges to state colleges to state universities. Responsibility for teacher education did not diminish as the decades of the 20th century passed by, while the importance of research escalated (Ducharme, 1993; Shen, 1999). With each step in the transition, the status of teacher education in institutional priorities dropped and, with it, the status of and identity of the SCDE (Ducharme, 1987; Ducharme & Agne, 1986). Dependent on the arts and sciences departments for their necessary contribution to the preservice teacher curriculum, education neither sought nor attained the autonomy of professional schools for whom the academic disciplines were largely precurricular admissions requirements. Early in the century, John Dewey had urged the new schools of education to look to the training of architects, engineers, doctors, and lawyers so as to learn from the more intensive and matured experience of other callings (Dewey, 1904, p. 10). Was he seeking for them the relative autonomy that the major professional schools secured within the universities? The record shows that schools of education did not follow such a course. Or was Dewey seeking something else that study of the education for these other callings might have provided? If so, might following his advice have helped ameliorate the seeming malaise and troubled circumstances of the nations SCDEs? Responding at all usefully to these questions requires some inquiry into both Deweys thinking and the evolution of these entities in the 20th century. Dewey on Pedagogy My analysis suggests that it was not greater autonomy for the new schools of education that Dewey sought but the intellectual methods that he may have overgenerously attributed to other professional schools. He had been quickly at odds with faculty members of the Chicago Institute acquired by the University of Chicago in 1901, even though he presided over them in what had recently become the universitys school of education (Ryan, 1995, p. 120). He viewed these new colleagues as engaged almost exclusively in giving teachers in training working command of the necessary tools of their profession; control of the technique of c/ass instruction and management; skill and proficiency in the work of teaching (Dewey, 1904, p. 1) to the neglect of principles derived from theory tested in the laboratory. For Dewey, there was no duality of purpose that separates practice and inquiry. They nourish each other. During the concluding years of the 19th into the early years of the 20th century, Deweys considerable powers of thought and energy were focused on his laboratory school, learning, and pedagogy. It is important to remember that he was as much a psychologist as a philosopher with a deep interest in human development. His proposal to President William Rainey Harper for a department of pedagogy to be closely linked with philosophy and psychology (Tanner, 1997, p. 16) stated, The conduct of a school of demonstration, observation and experiment in connection with the theoretical instruction is the nerve of the whole scheme (Dewey, 1896 [?], p. 434). Accounts of the time suggest the existence of a veritable crucible in which all of the issues that have plagued SCDEs and teacher education were being melted down and shaped. …

The Moral Dimensions of Schooling and Teacher Education

Abstract In thinking about moral education, the unit of selection almost invariably is the individual. But educational institutions and educational programmes can be moral or immoral. This is the subject matter of my Kohlberg Lecture. In his later years, particularly, Kohlberg was adding to the individual concern for the institution as the unit of selection. It is here that I join with him in this lecture. ∗ This is the text of the fourth annual Kohlberg Memorial Lecture which was delivered at the 16th annual conference of the Association for Moral Education, Athens, Georgia, USA, 9 November 1991.

An Ecological Version of Accountability.

Lecture is organized: capable of being accounted for; and subject to giving an account. The latter definition raises in ones mind the question of who is to account for some goal or condition. The former raises at least two questions: What is most likely to assure the requisite capability? To what end or condition is this capability to be directed? And, of course, all three questions point toward a fourth: What criteria are to be used to guide and evaluate the total process or system of accounting? These questions are roughly comparable to those put forward in the 1975 Phi Delta Kappa report on accountability:

Educational Renewal and the Arts

ncrrasingly, we are witnessing the c1;isIi of two profoundly different approaches to educational change, each worthy of classification as a I theory. Each reflects a very different epi\i,emology-that is, different methods and grounds of knowledge characierrLe each. Linear or ecological, reform 01’ renewal: the choice has profound iniplications for education generally and ;irt education specifically.

Curriculum: A Janus Look 1

1This paper was given as the opening paper at the Third International Curriculum Conference l1967r and is published by courtesy of the Schools Council.

Staff Development: The League Model.

This paper has four foci. First, it presents a model designed to identify factors to be taken into account in effecting educational improvement within the context of schooling. Second, it describes a strategy for change based on elements of this model. Third, the paper discusses aspects of staff development inherent in this strategy. Finally, in a concluding section, it presents some ideas for further development of the strategy and some attendant problems.

Educational Practices in Nongraded Schools: A Survey of Perceptions

In 1960 we conducted a survey of nongraded schools in eighty-nine communities reported to have one or more such schools in operation. Responses indicated that grade labels had been removed from between two or more grades in about 550 schools. We had made extensive preliminary inquiries to identify all communities in which partially or completely nongraded schools were known to exist. However, subsequent correspondence reveals that we missed a good many such communities in this survey. Furthermore, since 1960 several large cities and many smaller school districts have introduced nongraded plans. Consequently, it is virtually impossible to make a close estimate of the number of nongraded schools now in existence.

The organizing center in curriculum theory and practice

Mr. Goodlad defines the concept of the organizing center and cites a case study of how it can be used to effect curriculum improvement. The author is professor of education and director of the University Elementary School, University of California, Los Angeles.

Self-Appraisal in Nongraded Schools: A Survey of Findings and Perceptions

In 1960 we conducted a survey of practices in 89 communities in which there were reported to be about 550 nongraded schools. This paper presents the self-appraisal practices and the research findings reported by the 89 centers. A second paper will discuss the procedures used in these communities to introduce nongrading, the specific program changes effected, and the plans these communities have for the future.