but they found what they were looking for in the measures just described and in another group of reformers who believed that the educations professionals had used their monopoly power over public education to meet their own needs rather than their students' need.
these reformers believed the answer was to loosen the establishment's grip with deregulation, challenge its control of the system with vouchers and charters, and disrupt its bureaucratic methods by infiltrating the system with inexperienced young education entrepreneurs.
unlike the peoples who run the education systems of the top-performing countries, these superintendents could not raise standards for getting into education school; revamp the education school curriculum; redesign the school finance system; dramatically increase teacher pay; or change state standards and assessments, or the offerings of text-book publishers. they worked with few tools they had.
but it is absurd to build a national reform agenda on the strategies used by a fes superintendents forced to work within a dysfunctional system. the solution is to change the system. instead, many governors, legislatures, and state school boards are buying the agendas of the reformers who want to use market mechanisms to destroy what they think professional educators created.
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