Inviting Conversations: The Holmes Group and Tomorrow’s Schools

Abstract

The Holmes Group’s second major report, Tomorrow’s Schools, offers a radically different perspective on teachers and the role they might play in school reform than that put forth in their first report, Tomorrow’s Teachers (1986). In 1986 the university was considered the sole source of educational wisdom and teachers were expected to become conventional educational researchers in order to improve educational practice. In 1990 teachers are viewed with greater respect and as potential colleagues in educational research, now redefined to include teacher-centered inquiry. These new views of the teacher and research suggest necessary structural changes in graduate education programs in order to promote professional conversations between professors and practitioners.