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| deborah_meier [2026/04/14 17:29] – created ducha | deborah_meier [2026/04/20 01:30] (current) – ducha |
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| * Meier, D. (2002). In schools we trust: Creating communities of learning in an era of testing and standardization. Beacon Press. | * Meier, D. (2002). In schools we trust: Creating communities of learning in an era of testing and standardization. Beacon Press. |
| * Meier, D., & Gasoi, E. (2017). These schools belong to you and me: Why we can't afford to abandon our public schools. Beacon Press. | * Meier, D., & Gasoi, E. (2017). These schools belong to you and me: Why we can't afford to abandon our public schools. Beacon Press. |
| * Knoester, M. (2012). Democratic education in practice: Inside the Mission Hill School. Teachers College Press. | |
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| ==== The Five Habits of Mind ==== | ==== The Five Habits of Mind ==== |
| * Meier, D., & Wood, G. (Eds.). (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Beacon Press. | * Meier, D., & Wood, G. (Eds.). (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Beacon Press. |
| * Meier, D., & Knoester, M. (2017). Beyond testing: Seven assessments of students and schools more effective than standardized tests. Teachers College Press. | * Meier, D., & Knoester, M. (2017). Beyond testing: Seven assessments of students and schools more effective than standardized tests. Teachers College Press. |
| * Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Graduation by portfolio in Central Park East Secondary School. In Authentic assessment in action (pp. 21–82). Teachers College Press. | |
| * Bensman, D. (2000). Central Park East and its graduates: Learning by heart. Teachers College Press. | |
| * Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality. Routledge. | |
| * Nichols, S. C., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America's schools. Harvard Education Press. | |
| ==== The Importance of Play ==== | ==== The Importance of Play ==== |
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| Across her career Meier has treated schools themselves as democratic associations, designing governance structures that distribute authority rather than concentrate it. At Mission Hill School, teachers made most day-to-day decisions as the adults closest to the action; larger decisions — hiring and evaluating the principal, approving the budget — were made by a governance board composed equally of teachers, parents and families (elected by a Family Council of which every family was a member), community members, and middle-school students, with any one constituency holding an effective veto. Teachers then organized the curriculum around three schoolwide themes per year, broad enough to permit varied units and lessons but specific enough to pull the school into shared study, shared resources, and shared guest speakers. Meier has also modeled public deliberation at a national scale, editing *Will Standards Save Public Education?* as a multi-voice debate and conducting a decade-long blog exchange with Diane Ravitch on *Education Week* (ca. 2007–2017) during which Ravitch publicly reconsidered her earlier support for No Child Left Behind, high-stakes testing, and privatization. She was co-director of the Coalition Campus Schools Project, vice president of Ted Sizer's Coalition of Essential Schools, a founder of the Center for Collaborative Education, and a founding board member of the National Board for Professional Teaching Standards. | Across her career Meier has treated schools themselves as democratic associations, designing governance structures that distribute authority rather than concentrate it. At Mission Hill School, teachers made most day-to-day decisions as the adults closest to the action; larger decisions — hiring and evaluating the principal, approving the budget — were made by a governance board composed equally of teachers, parents and families (elected by a Family Council of which every family was a member), community members, and middle-school students, with any one constituency holding an effective veto. Teachers then organized the curriculum around three schoolwide themes per year, broad enough to permit varied units and lessons but specific enough to pull the school into shared study, shared resources, and shared guest speakers. Meier has also modeled public deliberation at a national scale, editing *Will Standards Save Public Education?* as a multi-voice debate and conducting a decade-long blog exchange with Diane Ravitch on *Education Week* (ca. 2007–2017) during which Ravitch publicly reconsidered her earlier support for No Child Left Behind, high-stakes testing, and privatization. She was co-director of the Coalition Campus Schools Project, vice president of Ted Sizer's Coalition of Essential Schools, a founder of the Center for Collaborative Education, and a founding board member of the National Board for Professional Teaching Standards. |
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| * Knoester, M. (2011). Is the outcry for more pilot schools warranted? Democracy, collective bargaining, deregulation, and the politics of school reform in Boston. Educational Policy, 25(3), 387–423. | * Meier, D. (Ed.). (2000). Will standards save public education? Beacon Press. |
| * Knoester, M. (2012). Democratic education in practice: Inside the Mission Hill School. Teachers College Press. | * Meier, D., Knoester, M., & D'Andrea, K. (Eds.). (2015). Teaching in themes. Teachers College Press. |
| * Meier, D. (Ed.). (2000). Will standards save public education? Beacon Press. | |
| * Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. Basic Books. | |
| * Meier, D., Knoester, M., & D'Andrea, K. (Eds.). (2015). Teaching in themes. Teachers College Press. | |
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| ==== Legacies and Unfinished Business ==== | ==== Legacies and Unfinished Business ==== |
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| Meier's work has made her a founder and leader of institutions as much as a thought leader: her four schools, the National Board for Professional Teaching Standards, the Coalition of Essential Schools, and the Center for Collaborative Education all bear her imprint. Yet one of the more sobering aspects of her history is that several of the institutions she founded — the Central Park East Secondary School, the Mission Hill School, and the Coalition of Essential Schools — did not long outlive her leadership in the forms she had built. Each saw changes of leadership and constituency and eventually faced obstacles its successors could not surmount. Whether those institutions would have lasted had Meier remained at the helm is an open question; what is clear is that during her tenure she defended their missions with unusual force, attracted resources, and surmounted obstacles that many educators find disqualifying. Her schools have also been the subject of a substantial documentary record — Frederick Wiseman's *High School II* (1994) at Central Park East Secondary School, and Tom and Amy Valens's ten short films and feature-length PBS documentary at the Mission Hill School — which together constitute an unusual public archive of progressive practice in action. | Meier's work has made her a founder and leader of institutions as much as a thought leader: her four schools, the National Board for Professional Teaching Standards, the Coalition of Essential Schools, and the Center for Collaborative Education all bear her imprint. Yet one of the more sobering aspects of her history is that several of the institutions she founded — the Central Park East Secondary School, the Mission Hill School, and the Coalition of Essential Schools — did not long outlive her leadership in the forms she had built. Each saw changes of leadership and constituency and eventually faced obstacles its successors could not surmount. Whether those institutions would have lasted had Meier remained at the helm is an open question; what is clear is that during her tenure she defended their missions with unusual force, attracted resources, and surmounted obstacles that many educators find disqualifying. Her schools have also been the subject of a substantial documentary record — Frederick Wiseman's *High School II* (1994) at Central Park East Secondary School, and Tom and Amy Valens's ten short films and feature-length PBS documentary at the Mission Hill School — which together constitute an unusual public archive of progressive practice in action. |
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| * Bensman, D. (2000). Central Park East and its graduates: Learning by heart. Teachers College Press. | |
| * Darling-Hammond, L., & Ancess, J. (1993). The development of authentic assessment at Central Park East Secondary School. In L. Darling-Hammond (Ed.), Creating learner-centered accountability (pp. 49–59). National Center for Restructuring Education, Schools, and Teaching. | |
| * Wiseman, F. (Director). (1994). High school II [Film]. Zipporah Films. | |
| * Knoester, M. (2012). Democratic education in practice: Inside the Mission Hill School. Teachers College Press. | |
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| ==== Meier's Works ==== | ==== Meier's Works ==== |
| * Meier, D., & Gasoi, E. (2017). These schools belong to you and me: Why we can't afford to abandon our public schools. Beacon Press. | * Meier, D., & Gasoi, E. (2017). These schools belong to you and me: Why we can't afford to abandon our public schools. Beacon Press. |
| * Meier, D., & Knoester, M. (2017). Beyond testing: Seven assessments of students and schools more effective than standardized tests. Teachers College Press. | * Meier, D., & Knoester, M. (2017). Beyond testing: Seven assessments of students and schools more effective than standardized tests. Teachers College Press. |
| * Bensman, D. (1987). Quality education in the inner city: The story of the Central Park East schools. Center for Collaborative Education. | |
| * Bensman, D. (1994). Lives of the graduates of Central Park East Elementary School: Where have they gone? What did they really learn? National Center for Restructuring Education, Schools, and Teaching. | |
| * Bensman, D. (1995). Learning to think well: Central Park East Secondary School graduates reflect on their high school and college experiences. National Center for Restructuring Education, Schools, and Teaching. | |
| * Bensman, D. (2000). Central Park East and its graduates: Learning by heart. Teachers College Press. | |
| * Darling-Hammond, L., & Ancess, J. (1993). The development of authentic assessment at Central Park East Secondary School. In L. Darling-Hammond (Ed.), Creating learner-centered accountability (pp. 49–59). National Center for Restructuring Education, Schools, and Teaching. | |
| * Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Graduation by portfolio in Central Park East Secondary School. In Authentic assessment in action (pp. 21–82). Teachers College Press. | |
| * Knoester, M. (2011). Is the outcry for more pilot schools warranted? Democracy, collective bargaining, deregulation, and the politics of school reform in Boston. Educational Policy, 25(3), 387–423. | |
| * Knoester, M. (2012). Democratic education in practice: Inside the Mission Hill School. Teachers College Press. | |
| * Knoester, M., & Au, W. (2015). Standardized testing and school segregation: Like tinder for fire? Race Ethnicity and Education, 20(1), 1–14. | |
| * Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. Basic Books. | |
| * Wiseman, F. (Director). (1994). High school II [Film]. Zipporah Films. | |
