Bruce L. Wilson – författare

Taking a close look at the issue of the arts and school reform, this book explores in detail how the incorporation of the arts into the identity of a school can be key to its resilience. Based on the A+ School Program, an arts-based school reform effort, it is much more than a report of a single case - this landmark study is a comprehensive, longitudinal analysis of arts in education initiatives that discusses the political, fiscal, and curricular implications inherent in taking the arts seriously. Offering a model for implementation as well as evaluation that can be widely adapted in other schools and school districts, this book will inspire arts educators to move from advocating more arts to advocating the arts as a way to reform schools. Administrators and policy makers will see how curriculum integration can be used to revitalize and energize schools and serve as a springboard to wider reform initiatives. Researchers and students across the fields of arts education, school reform, organizational change, and foundations of education will be informed and enlightened by this real-world scenario of large-scale school reform.

Taking a close look at the issue of the arts and school reform, this book explores in detail how the incorporation of the arts into the identity of a school can be key to its resilience. Based on the A+ School Program, an arts-based school reform effort, it is much more than a report of a single case - this landmark study is a comprehensive, longitudinal analysis of arts in education initiatives that discusses the political, fiscal, and curricular implications inherent in taking the arts seriously. Offering a model for implementation as well as evaluation that can be widely adapted in other schools and school districts, this book will inspire arts educators to move from advocating more arts to advocating the arts as a way to reform schools. Administrators and policy makers will see how curriculum integration can be used to revitalize and energize schools and serve as a springboard to wider reform initiatives. Researchers and students across the fields of arts education, school reform, organizational change, and foundations of education will be informed and enlightened by this real-world scenario of large-scale school reform.

This book represents one of the first extensive investigations of the effects of statewide testing policies on local school districts. It focuses on the increasingly popular tool in education of promoting reform by comparison. There is a prevailing assumption among policymakers and state education officials that they can pressure schools into action by comparing schools, school districts, and states on test performances. However, this pressure often pushes schools into taking the wrong actions. The authors have detailed the local responses to statewide, minimum-competency testing programs in two states and conclude that these responses do not in any way resemble the kind of serious examination of purpose, process, and structure involving educators and education stakeholders that one would associate with the term reform. They argue that the blame for this lack of progress lies not with educators' misuse of tests, nor necessarily with the tests themselves, but with policymaker's misuse of testing as a tool for reform. The authors' hope is that this volume will contribute to the demise of a type of educational policy that blocks reform much more than stimulates it.