1998/01/01 by D. Jean Clandinin, D. Jean clandinin, F. Michael Connelly · 1 citation
Social Sciences · #Education and Critical Thinking Development #Educator Training and Historical Pedagogy #Teacher Education and Leadership Studies
paper · doi:10.1111/0362-6784.00082
openalex publication_date 1998/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25
Recently, writers on school change and implementation have shifted from the grand schemes and projects of the 1960s to school-based curriculum development and person-oriented approaches. Though more sensitive to local conditions and to teacher knowledge, these latter-day approaches inadequately recognize that (1) school reform is a complex practice/theory social process in which undirected change is inevitable; (2) schools and their participants have narrative histories; (3) the educational reform literature stretches back deep into the last century and is preceded by a relevant philosophical literature; and (4) school reform is an epistemological matter that involves issues of practitioner knowledge. These four points are elaborated in this article. Also, a sketch is offered of how school reform might be viewed in narrative terms that address these points.