Brettell wrote this journal in order to illustrate the strength of the unique organization of the Gruvrisskolan school in Falun, Sweden. He talks about the unique "teacher team organization" that puts more demand on the principal and creates a more coherent group that is always learning from each other. He also uses this as a basis to his development of a workshop that would help other schools begin organizing their school in this manner. Brettell is a very reliable source, because other schools are using this workshop in order to reorganize their school system. This article is useful to me, because as I begin to talk about the comparisons of the United States' schooling system and Sweden's, I will be able to give a solution to reorganizing our education system here as well.
Edwards, Carolyn Pope. "Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia ." Early Childhood Research and Practice 4.1 (2002). 4 Nov 2010 < http://ecrp.uiuc.edu/v4n1/edwards.html >
Ewards' online journal outlines three progressive approaches to education in Europe. The article focuses on three main areas of the education system: curriculum, role of teachers, and ways of assessment. Carolyn is a professor of psychology, family, and consumer sciences at University of Nebraska in Lincoln. She started studying the early childhood education in Italy while she was a visiting professor at another university. This is a very reliable source that is very objective and is primarily an over view of the views of the three progressive programs. I will use this article in my argument in order to show the different roles teachers should take in the class room, and other kinds of curriculum that should be taught instead of just mind-numbing information.
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