Educational Reform and the Treatment of Students in Schools

Abstract

The literature on educational administration contains many recommendations regarding changed approaches to the organization of teachers' work in schools. Many of these changes rest on the notion that teachers are most effective and satisfied when treated as reasonable, capable, and autonomous persons who can work collaboratively, yet with personal autonomy. While these principles should be transferable to the way in which the work of students is organized, there seems little interest in doing so. Examination of three specific areas - participation in decision-making, learning for improved practice, and evaluation - shows clearly that current arguments about what is good for teachers are not being extended to what might be good for students. Some suggestions for change are proposed.