National Network for
Agenda for Education
in a Democracy
Agenda para la Educacion
en una Democracia
Board of Directors
Institute for Educational Inquiry
for Educational Renewal (CER) was founded in 1985 by John I. Goodlad,
Kenneth A. Sirotnik, and Roger Soder to advance the simultaneous renewal
of P-12 schools and the education of educators within the larger context
of education in a democracy. The Center wais part of the Institute for
the Study of Educational Policy within the College of Education, University
of Washington, Seattle.
John Goodlad created the Institute for Educational
Inquiry, an independent, nonprofit corporation located in Seattle,
Washington, to build on and advance the work of the Center. Today, the
Institute carries on the work of advancing the Agenda for Education in
renewal agenda, as outlined in John Goodlad's Teachers for Our Nation's
Schools and in his Educational Renewal: Better Teachers, Better
Schools, is based on the assumption that we will not have better schools
without better teachers, but we will not have better teachers without
better schools in which teachers can learn, practice, and develop.
Two activities were necessary to launch work on the simultaneous renewal agenda, now known as the Agenda for Education in a Democracy. The first major activity involved establishing fundamental philosophical grounding on which to base the Agenda. Without grounding, without a sense of the ends of education and schooling, renewal efforts have nowhere in particular to go and will be subject merely to circumstances of the moment. From its inception, the Center has focused on the grounding questions, framing consideration of education and schooling in terms of the moral and political dimensions of teaching and learning in a democracy.
first of the volumes stemming from the Center's national Study of the
Education of Educators dealt with grounding issues. This volume, The
Moral Dimensions of Teaching, edited by John Goodlad, Roger Soder,
and Kenneth Sirotnik, was well received here and abroad, and is now in
its fourth printing. Further work on the grounding was published in Access
to Knowledge, edited by John Goodlad and Pamela Keating, as well as
Teachers for Our Nation's Schools and Educational Renewal: Better
Teachers, Better Schools.
In subsequent years, work on the grounding questions continued with the 1996 publication of Democracy, Education, and the Schools (edited by Roger Soder). That work was continued with The Public Purpose of Education and Schooling (edited by John Goodlad and Timothy McMannon), which is based on a symposium that involved chapter authors (Benjamin R. Barber, Linda Darling-Hammond, Gary D Fenstermacher, John I. Goodlad, Donna H. Kerr, Theodore H. Sizer, and Roger Soder) in a debate and discussion about the public and private purposes of schooling in a democracy. That work was further continued in John Goodlad's In Praise of Education, in which Goodlad argues that education is an inalienable right in a democratic society and that the purpose of education is to develop individual and collective democratic character. Please consult the Publications page for further details on obtaining these volumes and our other publications and videotapes.
major activity, begun simultaneously with the first, involved grounding
of another sortestablishment of the institutional and social infrastructure
necessary to house and support advancement of the simultaneous renewal
agenda over time. Thus, while the research on teacher education was under
way with the Study of the Education of Educators, we were creating a national
network of a dozen school-university partnerships. Initially focused heavily
on school renewal, the work turned to increased attention toward teacher
education with the publication of Teachers for Our Nation's Schools.
At a national
forum sponsored by the Exxon Education Foundation (now the ExxonMobil
Foundation), Goodlad indicated that we would work with a limited number
of settings (consisting of higher education institutions and local school
districts) interested in furthering the agenda spelled out in Teachers.
Some 300 institutions made initial inquiries, 50 proceeded with formal
applications, and 8 settings were selected to form the core of a reconstituted
National Network for Educational
Renewal (NNER). Some of these became the original network and some
were new to our work. In succeeding years, additional settings were accepted
as members of the NNER. As of October 2007, the NNER consists of 24 settings
in 20 states and 1 Canadian province, involving 42 colleges and universities,
more than 100 school districts, and over 750 partner schools.
the simultaneous renewal of schools and the education of educators has
been guided by twenty postulates,
the first nineteen developed early on at the Center as part of the Study
of the Education of Educators and the twentieth added in September 2000.
with the partner schools (sometimes referred to as professional development
schools) has been guided by the principles delineated in the Partner
page provides further descriptions of our work with partner schools and
our various curriculum development projects.