This response to Goodman's critique of "third-wave" school restructuring points out contradictions in his argument and clarifies the values of systemic transformation: social functionalism, empowerment, engaged communities, technology, negotiation, and individual needs. (SK)

Examines the merits of situated learning, constructivism, and feminist pedagogy as educational reforms. In each case, the theoretical construct is described, justified (in terms of why it improves learning experiences), and defended based on research in the field. The constraints on systemic change and the problem of seeing its implementation to…