getting to scale with good educational practice（量表具有良好的教育实践）.pdf

Getting to Scale with Good Educational Practice RICHARD F. ELMORE Harvard Graduate School of Education How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators ? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, school, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem b y analyzing the role of school organi- zation and incentive structures in thwarting large-scale adoption of innovative prac- tices close to the core of educational practice. Elmore then reviews evidence from two attempts at large-scale school reform in the past — the progressive movement and the National Science Foundation curriculum reform projects - to evaluate his claims that ambitious large-scale school reform efforts, under current conditions, will be ineffective and transient. He concludes with four detailed recommendations for addressing the issue of scale in improving practice in education. The Problem of Scale in Educational Reform Why do good ideas about teaching and learning have so little impact on U.S. educational practice? This question, I argue, raises a central problem of U.S. education: A significant body of circumstantial evidence points to a deep, sys- temic incapacity of U.S. schools, and the practitioners who wo