This provocative and accessible text is addressed to prospective and practicing teachers who believe schools must be fundamentally reformed to meet student needs in an information age. Drawing on interviews with frontline educators, the authors integrate descriptive accounts of learning and teaching in schools today with emerging multicultural curricula, information technologies, organizational structures that support innovations, and democratic dialogue. Jones and Maloy offer analytic perspectives for rethinking the social, historical, and philosophical foundations of education along with...

This provocative and accessible text is addressed to prospective and practicing teachers who believe schools must be fundamentally reformed to meet student needs in an information age. Drawing on interviews with frontline educators, the authors integrate descriptive accounts of learning and teaching in schools today with emerging multicultural curricula, information technologies, organizational structures that support innovations, and democratic dialogue. Jones and Maloy offer analytic perspectives for rethinking the social, historical, and philosophical foundations of education along with...

There are so many ideas in this book that choosing a few to highlight here is as difficult as tasting only three items from a smorgasborg after a fast. . . . Jones and Maloy's] comments will prompt knowing nods of the head from most who have experience with partnerships, and they provide starting points for novices' serious consideration. For example, the book raises critical questions about different approaches to partnerships. Should partnerships be primarily grass-roots efforts with little top-down control? If so, what issues are off limits to governance bodies? If partnerships can...