Institute for Educational Inquiry
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Newest Volumes and Studies from the Institute

Published 2008

• Education and the Making of a Democratic People edited by
  John I. Goodlad, Roger Soder, Bonnie McDaniel (Paradigm Publishers, 2008)

  "Goodlad and Soder once again have given us a timely book. 'Democracy'as we have known it is currently under siege, having been replaced by ‘special interest groups' and manipulated on their behalf. The citizen’s voice has thereby been marginalized. This book reminds us that we must reinvigorate that voice." —Theodore R. Sizer
  
  "These authors work their way through the most important argument of our day. This book takes democracy on both as a matter of principle and
  as a matter of care for the future, and brings it down to earth where we must in the end settle it in the details of schooling."—Deborah Meier
  
  
  Unfortunately, civic values such as equity and justice that constitute the moral grounding of American democracy are losing their place in public affairs. The promise of this democracy is inclusive: no one is to be left out. Yet many people are.
  
  Education and the Making of a Democratic People regards the challenge of inclusiveness as a fundamental and nonnegotiable educational agenda. America’s public schools are a public forum in which people can learn to preserve and actively protect our democratic process. The value of our schools as a democratic forum extends beyond the classroom to parents and other members of local communities. By engaging in conversations and actions that support the democratic purpose of schools, local communities can ensure that the United States will become a healthy, robust democracy that represents all of its citizens.
  
  
  Contributors: Kenneth Alhadeff, Anne L. Bryant, Richard W. Clark, Gary Daynes, Eugene B. Edgar, John I. Goodlad, Barbara A. Lippke, James R. Lowham, Jane Roland Martin, Bonnie McDaniel, William Mester, Michael A. Resnick, Clifford G. Rowe, Roger Soder, Jim Strickland, Dianne Suiter, Paul G. Theobald, Alan T. Wood.
  
  

Reviewed in the January 2004 NNER Newsletter

• A Place Called School by John I. Goodlad (McGraw-Hill, 2004, 20th anniversary reissue of the 1984 edition with new foreword, preface, and afterword)

• Romances with Schools: A Life of Education by John I. Goodlad (McGraw-Hill, 2004)

  A twentieth anniversary edition of John Goodlad's A Place Called School and his new book, Romances with Schools: A Life of Education, were published as companion volumes by McGraw-Hill, January 2004. The "thick" descriptions of elementary and secondary schools of the former remain since they appear to be contemporary, except for the significant loss of educator and school autonomy in recent years. His recommendations, such as for small schools, also appear to be relevant today. A foreword by Ted Sizer and a new preface and afterword help to update this new edition.

  Whereas A Place Called School provides a picture of schooling during a specific period in time, Romances with Schools is the product of John's experiences with elementary, secondary, and tertiary schools over a large chunk of the twentieth century into the twenty-first. He chronicles problems and issues that have remained strikingly similar since he first attended school in the first grade, taught in a one-room school, and became a teacher of teachers and researcher. Likewise, the substance and processes of "reform" have little changed, and the growing body of research on change and the "grammar" of schooling have been largely ignored. His conclusions regarding the necessary renewal are drawn from research and development leading to creation of the Agenda for Education in a Democracy and the NNER.

• Education for Everyone: Agenda for Education in a Democracy by John I. Goodlad, Corinne Mantle-Bromley, and Stephen John Goodlad (Jossey-Bass, 2004)

  Human beings are not born with an innate understanding of or appreciation for democracy, nor are we born with the skills and dispositions to participate effectively in a democratic way of life. If we want to live in a democratic society, then we must prepare ourselves to do so. In a large, diverse, and complex society like ours, such preparation is and must be the primary purpose of public schooling.

  Drawing on decades of research into schooling and democracy, Education for Everyone is a concise introduction to the Agenda for Education in a Democracy, as developed over the years by the authors and their many colleagues. The Agenda is more than an effort to simply revitalize a faltering civics curriculum. It is about restoring a shared humanity to the educational process. It is about the need to make caring, compassion, freedom, dignity, and responsibility central to the mission of schooling. It is about placing power and responsibility in the hands of those who need it and deserve it. It is about taking the idea of excellence seriously. It is about taking democracy seriously. It is about having real faith in real people to do what is right, just, and honorable.

• The Teaching Career John I. Goodlad and Timothy McMannon (eds.) ( Teachers College Press, 2004)

  The Teaching Career, edited by John Goodlad and Tim McMannon and published by Teachers College Press, details the complexities of not only preparing teachers for the classroom but also helping them to succeed in the profession itself. Featuring topics of vital importance to preservice, new, and veteran teachers alike, this timely collection explores ways to bring together educators at all levels to renew teacher preparation, induction, and professional development. It also explains how to build a strong sense of self to help teachers weather the inevitable storms they face in the field, including state mandates, district directives, self-doubt, and parental pressures. Unlike many volumes on teaching, it addresses the crucial role of teacher unions and how they are helping to make teaching a more attractive career. In short, this new book treats this demanding and rewarding career with respect, but recognizes that it faces significant political and societal challenges. Underlying the whole, however, is a tone of optimism: educators can build new relationships to create better schools and a more attractive teaching profession.

  "These thoughtful and provocative essays contribute to our understanding of ways to renew and sustain good teaching. Anyone interested in matters of teacher induction, professional development, college-school partnerships, and the role of higher education in teacher development will find these essays a necessary read." —David G. Imig, President and CEO, American Association of Colleges for Teacher Education

  Contributors: John I. Goodlad, Timothy McMannon, Roger Soder, Richard Barnes, Paul Heckman, Corinne Mantle-Bromley, Daniel Katz, Sharon Feiman-Nemser, Sheldon Berman, Thomas Gillett, Adam Urbanski, Nancy Jean Sahling, Betty Lou Whitford, and Richard Wisniewski. Foreword by Patricia Wasley.

Other Volumes and Studies from the Institute

• Renewing Schools & Teacher Education: An Odyssey in Educational Change, by Kenneth A. Sirotnik & Associates (AACTE Publications/2001)
  
  This milestone volume chronicles over fifteen years of work by John I. Goodlad and many others through the National Network for Educational Renewal, the Institute for Educational Inquiry, and the Center for Educational Renewal. Made possible with the support of the Charles Stewart Mott Foundation and the ExxonMobil Foundation, this book is a must-read for anyone looking to learn from a major national change effort that has played a prominent role in both P-12 and teacher education for a significant period of time.

• The Language of Leadership, by Roger Soder (Foreword by John I. Goodlad) (Jossey-Bass Publishers/2001/ISBN 0-787-94360-6)
  
  The Language of Leadership is a thoughtful and practical guide that examines the relationship between language and effective leadership. Roger Soder shows leaders—no matter what their field—how to use ethical persuasion to cultivate public trust and build legitimacy for their cause. And most important, The Language of Leadership clearly demonstrates how a leader can accomplish this within the context of democracy—the larger context of leadership.
  
  
• The Last Best Hope, edited by Stephen John Goodlad
  (Jossey-Bass Publishers/2001/320 pp./ISBN 0-7879-5681-3)
  
  This comprehensive anthology addresses some of the most important issues facing democracy in the 21st century. What are the conditions necessary for democracy to exist and flourish? And, what roles does or should education play in a democracy?
  
  
• Developing Democratic Character in the Young, edited by Roger Soder, John I. Goodlad, and Timothy J. McMannon
  (Jossey-Bass Publishers/2001/224 pp./ISBN 0-7879-5685-6)
  
  What do students need to learn if they are to function effectively in a democratic society? This rich collection of original essays outlines the important role our schools play in creating the conditions necessary for a democracy. Scholars from diverse disciplines examine the challenges to our democracy, the importance of education in maintaining a democracy, and the implications for teaching students from the elementary to the college level.

Agenda for Education in a Democracy Series
Timothy J. McMannon, Series Editor

• Leadership for Educational Renewal: Developing a Cadre of Leaders, edited by Wilma F. Smith and Gary D Fenstermacher
  (Jossey-Bass Publishers/1999/367 pp./ISBN 0-7879-4558-7)
  
  This volume describes in detail the IEI's Leadership Program and the basic tenets of the Agenda for Education in a Democracy.
  
  
• Centers of Pedagogy: New Structures for Educational Renewal, by Robert S. Patterson, Nicholas M. Michelli, and Arturo Pacheco
  (Jossey-Bass Publishers/1999/259 pp./ISBN 0-7879-4561-7)
  
  This book provides guidance on achieving transformation of teacher education through a structural innovation called a Center of Pedagogy.
  
  
• Effective Professional Development Schools, by Richard W. Clark
  (Jossey-Bass Publishers/1999/250 pp./ISBN 0-7879-4562-5)
  
  “Valuable insights and thoughtful perceptions about the realistic potential that a quality professional development school can bring to learning at many levels.” Richard C. Kunkel, Dean, College of Education, Auburn University
  
  
• The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner, by Kay A. Norlander-Case, Timothy G. Reagan, and Charles W. Case
  (Jossey-Bass Publishers/1999/200 pp./ISBN 0-7879-4560-9)
  
  “This book is comprehensive in its account of what goes into the substance and process of preparing the professional educator, from selection to induction into teaching.” John I. Goodlad, President, Institute for Educational Inquiry

Chronological Listing of Other Titles

• A Good Little School, by Carole G. Basile (State University Press of New York/2004/166 pp./ISBN 0-7914-5891-1 (cloth); 0-7914-5892-X (paper))
  
  This book pays homage to Jefferson County Open School, a public school of choice with a thirty-year history of providing an alternative education for students in K-12. "It is not easy in this context for our schools to be places of joy, learning, and integrity to moral purpose, but this is what good schools are. This is why they need not only the support and caring of their immediate communities but also of a larger infrastructure that legitimates and authorizes the mission and importance of what they strive to do." -- from the Foreword by John I. Goodlad, President, Institute for Educational Inquiry

• Warming Up the Chill: Teaching Against the Structures, edited by Laurie Milford, Jane Nelson, and Audrey Kleinsasser (Ellbogen Center for Teaching and Learning, University of Wyoming, 2003)
  
  This book provides examples of teachers applying the principles embedded in the Agenda for Education in a Democracy. As John Goodlad says, the NNER settings are the "proofing sites" for the Agenda. The teachers profiled in this book understand that access to knowledge for all students starts with the belief that all students deserve quality learning experiences and is actualized by passion and conviction. Warming Up the Chill, a collection of cases, profiles six educators from the University of Wyoming whose work supports students as learners by requiring them to be full participants in their learning, and by providing the environment to make this possible.

• The Beat of a Different Drummer: Essays in Honor of John I. Goodlad, edited by Kenneth A. Sirotnik and Roger Soder
  (Peter Lang Publishing, Inc./1999/315 pp./ISBN 0-8204-3797-2 (cloth); 0-8204-4593-2 (paper))
  
  A collection of essays by friends, colleagues, and scholars who have been profoundly influenced by Goodlad's seminal thinking and half-century of research and scholarship on educational change and school improvement.
  
  
• The Public Purpose of Education and Schooling, edited by John I. Goodlad and Timothy J. McMannon
  (Jossey-Bass Publishers/1997/178 pp./ISBN 0-7879-0934-3)
  
  This book, based on a 1995 symposium of the same name, features the writing and conversation of Benjamin Barber, Linda Darling-Hammond, Gary Fenstermacher, John Goodlad, Donna Kerr, Theodore Sizer, and Roger Soder. The book contains insightful essays on the nature of public and private in regard to schooling and education.
  
  
• In Praise of Education, by John I. Goodlad
  (Teachers College Press/1997/192 pp./ISBN 0-8077-3620-1)
  
  In this elaboration of his 1994 John Dewey Lecture, John Goodlad offers insights about education from a lifetime of dedication to teaching, research, improving schools, and renewing teacher education. Goodlad focuses especially on the nature and role of education in a democracy.
  
  
• Kids and School Reform, by Patricia Wasley, Robert L. Hampel, and Richard W. Clark
  (Jossey-Bass Publishers/1997/254 pp./ISBN 0-7879-1065-1)
  
  “'It's all for the children' is among the emptiest of the clichés accompanying school reform. Here, at last, are the inside stories of real students engaged with real teachers in five high schools committed to fundamental change. The language of the telling is as fresh as the insights conveyed.” John I. Goodlad
  
  
• Professional Development Schools: Policy and Financing, by Richard W. Clark
  (American Association of Colleges for Teacher Education/1997/39 pp.)
  
  This guide for policymakers is intended to help advance professional development schools in the simultaneous renewal of teacher education and schools. It is a basic look at PDSs: what they are, how they work, and how much they cost to operate.
  
  
• Democracy, Education, and the Schools, edited by Roger Soder
  (Jossey-Bass Publishers/1996/293 pp./ISBN 0-7879-0166-0)
  
  “Scores of democracy books have appeared in the last few years, but none so illuminating of the essential connections between democracy and education as this one. In a set of remarkably coherent and helpful essays, the authors offer powerful ideas and practical suggestions to theorists, practitioners, and policymakers alike.” Gary D Fenstermacher, Professor of Education, University of Michigan
  
  
• Partner Schools, edited by Russell T. Osguthorpe, R. Carl Harris, Melanie Fox Harris, and Sharon Black
  (Jossey-Bass Publishers/1995/316 pp./ISBN 0-7879-0065-6)
  
  “Educators who are working toward the simultaneous renewal of schools and teacher education programs will find Partner Schools useful and stimulating. The authors are all deeply involved in highly successful school and teacher education renewal programs. Their practical expertise and sound scholarship bring an added dimension to this critical new field in education.” Robert L. Egbert, Professor Emeritus, University of Nebraska at Lincoln
  
  
• Educational Renewal: Better Teachers, Better Schools, by John I. Goodlad
  (Jossey-Bass Publishers/1994/305 pp./ISBN 1-55542-631-X (cloth); 0-7879-4422-X (paper))
  
  “Efforts to reform education in our K-12 schools have historically been disconnected from our efforts to change colleges and universities. Goodlad demonstrates through persuasive arguments and experience that collaboration among key players is the key to renewing education. . . Must reading for those who are struggling to reform America's schools and the programs that prepare teachers to teach in them.” Mary Hatwood Futrell, Director, Institute for Curriculum Standards and Technology, George Washington University
  
  
• The Moral Dimensions of Teaching, edited by John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik (first of the trilogy) (Jossey-Bass Publishers /1990/340 pp./ISBN 1-55542-199-7)
  
  This book of essays deals with such issues as teacher professionalization, moral responsibility of public schools, accountability, and ethical codes of practice.
  
  
• Teachers for Our Nation's Schools, by John I. Goodlad (second of the trilogy) (Jossey-Bass Publishers /1990/427 pp./ISBN 1-55542-270-5)
  
  “John Goodlad charges Americans with 'moral delinquency' for our trivialization and starvation of serious, rigorous teacher education. His case is as compelling as it is unsettling.” Theodore R. Sizer, Chairman, Coalition of Essential Schools
  
  
• Places Where Teachers Are Taught, edited by John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik (third of the trilogy) (Jossey-Bass Publishers /1990/436 pp./ISBN 1-55542-276-4)
  
  Contributors provide a historical perspective on teacher education in the United States that offers clear evidence of recurring problems and themes that profoundly influence basic assumptions about the value and role of teacher education in the university and, ultimately, how teachers are taught.
  
  
• Access to Knowledge, edited by John I. Goodlad and Pamela Keating
  (The College Board/1990/299 pp./ISBN 0-8744-7502-3)
  
  Goodlad and Keating delve into the tricky subject of equal access to knowledge for all students through essays by such leaders in the field as James Comer and Linda Darling-Hammond, among others.
  
  
• School-University Partnerships in Action, edited by Kenneth A. Sirotnik and John I. Goodlad
  (Teachers College Press/1988/235 pp./ISBN 0-8077-2893-4)
  
  This book is directed primarily to educators in schools, school districts, and colleges of education who seriously wish to entertain the concepts and practices of collaborative work. As a supplementary text, it is also an excellent resource for courses in educational policy, teacher education, and educational foundations.

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