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In the spring of 1994, the four principal investigators of the ATLAS
Communities Project convened a series of seminars to examine central issues in school reform. These seminars brought together representatives of the member organizations as well as experts from across the country to reflect on the progress of current reform efforts—especially the work at ATLAS sites—and to further develop the most promising aspects of the work. Topics included personalization, curriculum, organizational change, and professional development. Another component of the Seminar was an ethnographic study of the collaboration among the partner organizations and the work in the school sites. The results of the investigations of the members of the ATLAS Seminar have been reported in a variety of books and articles including two new publications, School
reform behind the scenes and Looking together at student work.
Selected reading:Allen, D., Blythe, T., and Powell, B. (1999). Looking together at student work: A companion guide to assessing student learning. New York: Teachers College Press. Hatch, T. (1998). How comprehensive can comprehensive reforms be? Phi Delta Kappan, 79, (7), 518-523. Hatch, T. (1998). The differences in theory that matter in the practice of school improvement. American Educational Research Journal, 35(1), 3-32. Hatch, T. (Ed) (1999). Dilemmas of theory, design, and practice in curriculum and school improvement. Peabody Journal of Education, 74(1). McDonald, J., Hatch, T., Kirby, E., Ames, N., Haynes, N., and Joyner, E. (1999). School reform behind the scenes. New York: Teachers College Press. Related ReadingsComer, J. (1980). School power: Implications of an intervention project. New York: Free Press. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. Gardner, H., & Boix Mansilla, V. (1994. Winter) Teaching for understanding in the--disciplines and beyond. Teachers College Record, 96 (2), 198-218. Paper prepared for the Conference on Teachers' Conceptions of Knowledge. Tel Aviv, June 1993. Sizer, T. (1984). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin. Sizer, T. (1992). Horace's school: Redesigning the American high school. Boston: Houghton Mifflin. Gardner, H. (1999). The Disciplined Mind: What All Students Should Understand. New York: Simon & Schuster. Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences For The 21st Century. New York: Basic Books. |
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