Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
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Tirozzi, G. N., & Uro, G. (1997). Education reform in the United States: National policy in support of local efforts for school improvement. American Psychologist, 52 (3), 241-249.
Tirozzi and Uro review recent school reform efforts. They state that school reform must be systemic and coherent, must expect accountability for student progress, and must ensure that all of its component parts are in alignment. The professionals involved in education, including school psychologists, must work collaboratively in new ways to effect reform. In their review, the authors place particular emphasis on the reauthorization of the Elementary and Secondary Education Act, now called the Improving America's Schools Act (IASA), and the rethinking of Chapter I, now called Title I, which is intended to help poor children improve their educational opportunities. Tirozzi and Uro describe five major themes of the legislation: high standards for all children, a focus on teaching and learning, promotion of partnerships with parents and communities, flexibility, and accountability for results. Finally, the authors include a discussion of the role of school psychologists as partners in creating environments that respond to the complex needs of children and in helping to ensure that all children will be given increased opportunities because of the school reforms. Meeting the social and academic needs of children is critical to the success of school reform.
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