Linear or nonlinear? A metacognitive analysis of educational assumptions and reform efforts
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 1 February 2000
Abstract
Addresses the lack of success in educational reform efforts by utilizing a metacognitive analysis of the base assumption of most, if not all, current reform efforts. Suggests a different theoretical orientation and perspective for understanding education and attempts to improve it. By contrasting the common orientation of today and the one proposed, the paper applies this new perspective to two examples. Examines educational reform in light of the orientation proposed.
Keywords
Citation
Reilly, D.H. (2000), "Linear or nonlinear? A metacognitive analysis of educational assumptions and reform efforts", International Journal of Educational Management, Vol. 14 No. 1, pp. 7-15. https://doi.org/10.1108/09513540010310350
Publisher
:MCB UP Ltd
Copyright © 2000, MCB UP Limited