Abstract
In this paper, we present findings from a study assessing the impact of reforms on mathematics and science instruction to illustrate the multiple levels at which educational change must occur to promote student achievement and close achievement gaps. We undertake an analysis of the extent to which the rhetoric of national policy, in this case, the National Science Foundation's Urban Systemic Initiative, matches the realities of the day-to-day classroom practices we evaluated in our study. Addressed here is the problem of how applied anthropologists can broaden the scope of research and research findings from the edges of the societal mainstream to address larger policy issues. More globally, we discuss the influence of contemporary applied anthropologists and their colleagues who study marginalized groups on educational research.
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Borman, K.M., Cotner, B., Baber, M.Y. et al. Rhetoric Versus Reality in Educational Reform: The Case of the National Science Foundation's Urban Systemic Initiative. Journal of Educational Change 5, 249–266 (2004). https://doi.org/10.1023/B:JEDU.0000041043.24989.7b
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DOI: https://doi.org/10.1023/B:JEDU.0000041043.24989.7b