By Zhang G.

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J. (2002). Effective reflective practice: In search of meaning in learning and teaching. Journal of Teacher Education, 53(1), 33-43. Lusi, S. F. (1997) . The role of state departments of education in complex school reform. New York: Teach­ ers College Press. Mayer, R E. (1983). Thinking, problem solving, cognition. New York: W. H. Freeman and Company. National Commission on Excellence in Education. (1983, April). A nation at risk: The imperative of school reform. Washington, DC: United States Government Printing Office.

Allowing district residents to attend any school in the district) and the school board and superin­ tendent are pushing principals and teachers to take an opposing position on the matter. , choices made by parents could result in a situation in which special needs students are highly concentrated in several schools). Legal disputes involving school fund­ ing clearly demonstrate that excessive liberty almost always produces inequities. 1 Despite such inherent tensions, neither the court of public opinion nor state courts have been willing to sacrifice one value in order to make another dominant in public education.

1. Knowledge: She must understand the nature of the conviction and validation in the context of the profession. 1 Levels of Influence Variables Ability: She must have the skill necessary to act in accordance with the conviction. 3. Opportunity: She must have an occasion to act on the conviction. 4. , competing values) . 2. Rozycki (1994) noted that the issue of priority is especially difficult because it requires individuals to have a broad understanding of competing beliefs and their relative rank of importance.

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