Affiliation:
1. Fort Hays State University
Abstract
This article examines the relationship between educational reform in public schools and the classroom teacher. No one view can address the complex nature of school success or failure. Previous reform attempts have been conducted on curriculum, pre-service teaching, and various teaching strategies. In contrast, this construct advocates the empowerment of teachers because transformation will only take place when teachers are empowered to authentically create, monitor, and assess needed change in their individual school site and classrooms.