This 2003 study, authored by the late historian Paul Gagnon, evaluates the extent to which state history, civics, and social studies standards across the nation serve to help teachers in their efforts to prepare an informed citizenry.
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.
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.