The Right to Learn
The Right to Learn: A Blueprint for School Reform by Linda Darling-Hammond. San Francisco: Jossey-Bass, 1997.
In The Right to Learn, Linda Darling-Hammond sets an ambitious goal—to describe "how we can radically improve not only individual schools, but our overall system of education." She approaches this goal both as the thoughtful, careful researcher we know her to be and as a passionate advocate for learners. The core of her solution to the problems in our schools is good teaching, which she describes in practice at a range of schools. In addition, she analyzes the impact on teaching practice of policymakers' approaches to school reform—imposing tighter controls on teachers and teaching compared with building teacher flexibility, adaptability, and creativity.
The Right to Learn begins with an analysis of the history of American education. Darling-Hammond argues that bureaucratic structures have engendered passive and predictable patterns of teaching and learning. She illustrates the effect of various policies on teaching; she criticizes the mechanisms that serve to "teacher-proof" the curriculum as well as the accountability systems that reinforce ineffective practice.
Darling-Hammond does more than criticize past and present practices. She provides a rich array of different approaches that emphasize teaching and learning for understanding and that highlight the importance of skillful teaching. From these examples she synthesizes nine key features of effective practice, for example, active, in-depth learning; emphasis on authentic performance;and attention to diversity.
To further clarify the processes necessary for meaningful school reform, Darling-Hammond also describes ways in which learner-centered schools can be structured. Throughout the book, she reminds the reader that there is no one way to achieve the goal. Her examples, however, illustrate common features: an articulated set of goals, commitments, and practices enacted throughout the school; small, ongoing learning groups for students and teachers; shared governance; time for teacher collaboration; and a rich array of learning opportunities for teachers and students.
In suggesting a way out of bureaucratic traps, Darling-Hammond urges restructured schools to change the underlying features of school and district organization, arguing that the same spirit of teamwork and collaboration necessary for good teaching is needed for staff organization and decision making.
Darling-Hammond's discussion of standards ought to be required reading for all policymakers. She explores standards as a major policy vehicle, but provides some important caveats. And she provides some clear guidance about how policymakers can support the reform of teaching and learning—specifically, by creating consensus around educational goals; ensuring adequacy and equity in the allocation of resources; developing and enforcing meaningful standards of competence for professional staff; and building local school capacity through professional development.
Darling-Hammond is not naive in her support of standards. It's clear that she understands how standards can be used to support political agendas and how change requires simultaneous attention to many factors of teaching. She does not support a "narrow national curriculum," nor does she want to see standards and assessment used to "exacerbate inequity." Of particular usefulness to teachers, administrators, and school board members, as well as policymakers on the state and national levels, is her discussion of the need for multiple versions of standards, as well as an ongoing critique and revision of standards.
And Darling-Hammond is not naive about what it will take to ensure the right to learn. She calls for "aggressive action" to change the current distribution of educational opportunities in the United States. She summarizes key data regarding the need to equalize resources; promotes the development of opportunity-to-learn standards; suggests a school quality review process; and argues for principles to guide reform of the core processes of schooling.
Echoing the findings of the National Commission on Teaching and America's Future, Darling-Hammond stresses repeatedly that "what matters most is the commitment of teachers and their capacities." Thoughtful readers will find much in this book to guide their efforts toward learner-centered reform of schools.
Published by Jossey-Bass Inc., 350 Sansome Street, San Francisco, CA 94104. Price: $25.
—Reviewed by Mary Diez, Alverno College, Milwaukee, Wisconsin.
Data Smog
Data Smog: Surviving the Information Glut by David Shenk. San Francisco: Harper Edge, 1997.
Data Smog provides protective gear for those whose districts are climbing aboard the new media and electronic information bandwagon. In this brief, fast-paced book, Shenk lays out the downside of information abundance: We could drown in too much information. And, finding the truth in this information yard sale is becoming increasingly difficult.
A writer for Wired Magazine, Shenk is no Luddite. He speaks as an insider, warning us in vivid terms about the hype and the possible end of journalism. From some quarters, we hear calls for an end to books, libraries, and librarians. "We have the Internet!" these wanna-be futurists proclaim. Through dozens of examples, Shenk underscores the dangers of such thinking and the renewed importance of teaching students research and analytical skills. He notes that computer networks will have little value if we don't equip both teachers and students with tool kits to filter out the nonsense they encounter.
Data Smog is often provocative, sometimes unsettling, and frequently illuminating. School district staff who hope to reap a significant return on their technological investment will find the book valuable.
Published by Harper Edge, 353 Sacramento St., Suite 500, San Francisco, CA 94111. Price: $24.
—Reviewed by Jamie McKenzie, Editor, From Now On: The Educational Technology Journal, Bellington, Washington.
New Schools for a New Century
New Schools for a New Century. Diane Ravitch and Joseph P. Viteritti, editors. New Haven, Conn.: Yale University Press, 1997.
Three decades ago, Jerome Bruner wrote that education is in a state of constant invention. Each generation "must define afresh the nature, direction, and aims of education" for the sake of the new generation.
The editors of this volume remind us that our generation hasn't followed Bruner's advice. The purpose of the factory-style model of schooling we've inherited was to socialize a generation of immigrants—which worked in terms of literacy and productivity—and to centralize public education to eliminate local corruption. As a result, we've ended up with bureaucratic structures and big, anonymous schools that do not meet the needs of the majority of today's students. Ironically, many of these students are here because of immigration.
Redefining public education, the editors suggest, will most likely involve three education models: new contracting arrangements; charter schools; and school choice—all of which point to smaller schools and accountability. Expansion of the models these editors endorse will undoubtedly afford greater opportunities for excellence and student participation. What I fear is not the creaming off of the best students from public schools, but the creaming off of teachers—the very innovators and risk-takers that we so desperately need to keep education alive and appropriate to this generation. This concern should draw our attention to improved training and retraining of teachers. No amount or variety of enabling structures will compensate for mediocrity.
Published by Yale University Press, 302 Temple St., New Haven, CT 06520. Price: $30.
—Reviewed by Dennie Briggs, San Pablo, California.
My Way of Looking at It
My Way of Looking at It: An Autobiography by William Van Til by William Van Til. San Francisco: Caddo Gap Press, 1997.
ASCDers over 60 will readily identify with the name William Van Til. Younger ones who have studied the history of curriculum will likewise know the name of this former ASCD president, for it is writ large in the annals of curriculum theory. For those who don't recognize the name, this distinctive volume will fill in a gap in their education.
My Way of Looking At It is more than the entertaining story of one educator's life—it is educational and social commentary. The range of this second edition is remarkable. The 52 chapter titles range from "Toward Desegregation of Schools" to "Working with National Organizations" to "Memories" and "Love" (a recounting of Van Til's at-times-difficult courtship of Bee, his wife of 62 years). Each chapter is a relatively independent piece in which Van Til shares personal details, sheds light on a social issue, imparts important information, or elaborates on a philosophical stance.
Few educators have lived so fully (and so long) and recorded so many experiences so well. Van Til's book is sometimes touching, sometimes slyly humorous, often disarmingly frank, and always very human. It is a sentimental journey of a man and a celebration of an educator's strong commitment to progressive, democratic educational ideas and ideals. It is also a very good read.
Published by Caddo Gap Press, 3145 Geary Blvd., Suite 275, San Francisco, CA 94118. Price: $29.95.
—Reviewed by John H. Lounsbury, National Middle School Association, Georgia College School of Education, Milledgeville, Georgia.
The Assault on Parenthood
The Assault on Parenthood: How Our Culture Undermines the Family by Dana Mack. New York: Simon and Schuster, 1997.
Describing her book as a petition on behalf of parents, Dana Mack argues that our family-hating culture is destructive to children. Her main points are that institutions cannot raise children well; that parents, not professionals, know what is best for their children; and that we need policy changes to support them.
Although she interviewed 250 parents individually and in focus groups, Mack for the most part supports her views with statistics and anecdotal examples. She includes several horror stories about parents whose rights have been trampled by child protective services and other government agencies, taken from the popular media, books, and articles.
Of most relevance to educators is the section on "Parenting Bureaucratic Style." The chapters detail the failure of schools to teach students the basics; the failure of sex education to teach responsible behavior; and the failure of day care and Head Start to make a positive difference. Mack attacks school improvement efforts, from setting standards to cooperative learning. These changes, she says, serve the needs of the workplace, not those of children.
Mack cites only those anecdotes that help her make her case. She lacks knowledge of the research base on teaching and learning and has little understanding of classroom practices. But because most lay readers also lack this background, they are likely to accept the evidence as valid.
The Assault on Parenthood is a clear statement of the conservative position on education and other social matters. Despite its one-sided treatment of the issues, it is likely to move many parents to join in the demand that schools and other agencies give back to parents the right to raise their children. Educators need to read this book in self-defense.
Published by Simon & Schuster, 1230 Avenue of the Americas, New York, NY 10020. Price: $25.
—Reviewed by Anne Wescott Dodd, Bates College, Lewiston, Maine.
In Praise of Education
In Praise of Education by John L. Goodlad. New York: Teachers College Press, 1997.
The role of education, in Goodlad's view, is to balance "the tension between personal autonomy and responsible citizenship." Noting that "Our founding fathers understood the importance of education in a democracy, but left it out of the Constitution," he wonders whether they realized that education "must be protected," but "never become an instrument of government."
Goodlad defends schools against negative rhetoric. He believes our schools are doing an admirable job, but are being shortchanged by society. "Schools mirror society; they do not drive it," he says. Yet schools have now been given the responsibility for curing many of society's ills. This is a complicated task, given the breakdown of family structure and the shift from an agrarian economic base to one predominately urban, corporate, and global. The effect, Goodlad says, has been "excess bureaucratization and personal isolation, all of which harm schools."
Pundits often say that better schools mean better jobs, and that school reform, rather than economic reform, can affirm the American dream. Unfortunately, Goodlad observes, the school reforms intended to help the disadvantaged help the advantaged first. The number of jobless outnumber job vacancies by at least six to one, and schools do not create jobs. As a result, scapegoating the poor is extended to scapegoating the schools for what they cannot do.
In Praise of Education offers an uplifting message about the quality of our schools and what we must all do to reaffirm our belief in their mission.
Published by Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027. Price: $18.95.
—Reviewed by John H. Holloway, Educational Consulting Services, Brielle, New Jersey.
