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Challenging Instruction for "All Students": Policy, Practitioners, and Practice

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  • James P. Spillane

Abstract

"All students" is a prominent headline in recent instructional reforms as professional associations and federal and state policy-makers argue for more academically rigorous instruction for all students. In this paper, the author analyzes these reform aspirations from the perspective of reformers and from the perspective of practitioners in four schools. Spillane explores what local teachers and administrators make of these proposals, especially for students who have traditionally not succeeded in school. Based on this analysis, he argues that to understand teachers' and administrators' response to policies that challenge the conventional wisdom about poor students, it is necessary to understand how their beliefs about these students are situated in a network or web of beliefs including beliefs about teaching, learning, and classroom management: This network of beliefs supports local inattention to reform proposals that advance a more intellectually challenging curriculum for all students.

Suggested Citation

  • James P. Spillane, "undated". "Challenging Instruction for "All Students": Policy, Practitioners, and Practice," IPR working papers 98-5, Institute for Policy Resarch at Northwestern University.
    • Handle: RePEc:wop:nwuipr:98-5
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