Article Reviews On Structural Changes In Schools

In the article “Why so many structural changes in schools and so little reform in teaching practice” written by Cuban (2013) and in the article “Sustaining professional learning communities: Case studies” by Hipp and colleagues (2008), there is much interesting information regarding the impact of various factors on cultural and structural changes, as well as changes in curriculum. The major goal of this paper is to discuss the contradictions made about structural and cultural changes in the Cuban (2013) article and  how that compares with the structural and cultural changes in the case studies relayed in the Hipp, Huffman, Pankake & Olivier’s (2008) article.

To start with, in the article “Why so many structural changes in schools and so little reform in teaching practice”, Cuban (2013) states that because of considerable challenges, the fundamental change in teaching is impossible.  Many teachers are focused on stability in their teaching practices and have poor adaptation to the complex goals and school structures. The author is focused on the analysis of policy makers’ strategies aimed at improving public school education, as well as certain failures that are reflected in the relevant mistakes of policy makers. The fact that policymaker mistakes are seldom examined in the academic literature means that this issue is requires thorough investigation. Although there are many structural changes in schooling, “there has been remarkable stability in how teachers have taught and do teach now”(Cuban, 2013, p. 109). In other words, the contradictions refer to the lack of change in teaching practices, such as the use of textbook-driven lessons, poor student communication during the lesson, “mostly whole group instruction with occasional small group-work, seatwork for students, periodic quizzes, and tests” (Cuban, 2013, p. 110). In addition, the author believes that the lack of the proper impact of school reform on classroom and teaching practices is caused by mistakes in policymakers’ assumptions regarding these issues.

 

However, in the article “Sustaining professional learning communities: Case studies” by Hipp and colleagues (2008), the structural and cultural changes in the selected case studies are discussed differently. The authors are based on the analysis of the “areas of professional learning community, change and sustainability” (Hipp et al., 2008, p. 173). Moreover, the authors examine the re-conceptualization of schools as professional learning communities (PLCs). There are certain contradictions regarding the achievement of positive results in school reform. The researchers state that “success requires informed and purposeful action based on learning” (Hipp et al., 2008, p. 122). It is necessary to consider the significance of the role of educational leaders in promoting changes in school structures and strategies. It has been found that structures can enhance active community involvement in the proper instructional practice that “protects time and addresses the horizontal and vertical complexities of schooling” (Hipp et al., 2008, p. 122). In this article, special attention is paid to the analyses of case studies regarding the schools that have developed as effective PLCs. The authors place emphasis on the sense of the complexity of these studies because of differences in the structural and cultural changes in schools. The major finding is that collaborative learning helps to enhance instruction practices and should be embedded in school culture to make improvements in student learning.

Thus, it is necessary to conclude that there are certain contradictions made about structural and cultural changes in the Cuban’s (2013) article and those made in the Hipp, Huffman, Pankake & Olivier’s (2008) article. Change is described as a complex process, through which innovations should be implemented to achieve the desired outcomes. However, in some schools, there are considerable problems with structural and cultural changes because of poor level of teacher collaboration and ineffective learning/ teaching practices and improper student involvement in classroom communication.

 

References

Cuban, L. (2013) “Why so many structural changes in schools and so little reform in teaching practice?”, Journal of Educational Administration, 51.2: 109 – 125.

Hipp, K. K., Huffman, J. B., Pankake, A. M. & Olivier, D. F.(2008). “Sustaining professional learning communities: Case studies,” Journal of Educational Change, 9.2:173 -195.

The terms offer and acceptance. (2016, May 17). Retrieved from

[Accessed: March 29, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016.

[Accessed: March 29, 2024]

freeessays.club (2016) The terms offer and acceptance [Online].
Available at:

[Accessed: March 29, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 29, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 29, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 29, 2024]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: March 29, 2024]
close
Haven't found the right essay?
Get an expert to write you the one you need!
print

Professional writers and researchers

quotes

Sources and citation are provided

clock

3 hour delivery

person