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The article applies a model by a Finnish scholar to argue that these reforms privilege the private good over the public good through mechanisms designed to compel compliance. It contrasts this worldview with post-modern perspectives and explains how post-industrial schooling needs can be met when the pattern is broken.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/modernism-in-school-reform-promoting-private-over-public-good/602525/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/modernism-in-school-reform-promoting-private-over-public-good/602525.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central claim does the article make about modernist school reform?","Question",{"text":112,"@type":113},"It argues that decades of school reform promote the private good over the public good by relying on privatization and standardized tests as key tactics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article describe accountability in modernist reform policies?",{"text":117,"@type":113},"It describes accountability as narrow and quantification-based, including privatization via school choice and vouchers alongside test-score measurement.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article contrast the “Global Education Reform Movement” with the “Finnish Way”?",{"text":121,"@type":113},"It links GERM to modernist measurement and extrinsic competition rewards, while portraying the Finnish Way as more contextual, individualistic, and less centered on standardized testing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602525,1793148462,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Modernism in School Reform: Promoting Private over Pubic Good  \nR.D. Nordgren  \nAbstract  \nSchool reform in the past several decades has taken a “modernist”bent in that it has focused on quantitatively based accountability systems modeled after business (Ravitch, 2013; Tienken & Orlich, 2013). The author uses a model devised by a Finnish scholar to demonstrate that 1) these reforms are indeed modernist, and 2) the private good is being promoted over the public good, and 3) that privatization and standardized tests are the primary tactics used to force schools to comply with this vision for schooling.  \nEver since A Nation at Risk in 1983, school reform has depended on a narrow interpretation of accountability; an interpretation that consists of 1) privatization in terms of school choice, vouchers, and of services- which used to be done by school employees - and 2) test scores (Ravitch, 2013; Tienken & Orlich, 2013; Wolk, 2011) . Race to the Top and Common Core were preceded by No Child Left Behind (NCLB) as the de facto overarching P-12 schooling policies. Although Race to the Top and Common Core are policies enacted by a Democrat president and NCLB by a Republican, they both represent a worldview that believes that reality is based on what can be quantified (Lubienski & Lubienski, 2014; Tienken & Orlich, 2013; Wolk, 2011) . This directly conflicts with reality, according to those who hold a diametrically opposite view: Post Modernism (Boboc & Nordgren, in press; Slattery, 2006) . The Bush-Obama reform policies (as well as Clinton, Bush I, and Reagan) can be categorized as Modernist in that they depend on measuring that which can be relatively easily measured and relying on extrinsic motivators to get schools, districts, and states to comply with their view of schooling (Lubienski & Lubienski, 2014; Wagner, 2015; Zhao, 2014) .  \n21  \nThis article examines how privatization of schooling is used asa favored mechanism to control the direction of schools, a mechanism that is essential to “Education Modernists”who have come to dominate both sides of the political aisle. By presenting a Post Modernist alternative, it also briefly demonstrates how this pattern can be broken and meet the needs of the Post-Industrial, PostKnowledge Age world (see Zakaria, 2015) .  \nModernism and “Global Education Reform Movement”  \nPasi Sahlberg (2011) coined the phrase “Global Education Reform Movement” (GERM) to describe the U.S.-led school reform philosophy that now encapsulates most of the developed world (2011) . GERM is essentially the antithesis of how the Finns conduct schooling (Sahlberg is Finnish); a way that may be the prime reason for their successes on the Programme for International Student Assessment (PISA) exam ( Schwartz & Mehta, 2011) . The Finns eschew a test-centered accountability system where business models are held up as exemplars, models based on extrinsic motivation (see Pink, 2009) .2.  \nGERM correlates to Modernism through its dependency on measurement and extrinsic rewards based on competition. The“Finnish Way,” on the other hand, coincides with Post Modernism in that it is highly individualistic in delivery (yet, dependent on cooperation rather than competition) and is highly contextual, and it does not rely on “elixirs” too often prescribed by so-called researchsourced tactics (Ravitch, 2010; 2011; Tienken & Orlich, 2013; Wolk, 2011) . The Finns are an individualistic society as are the nations using the Modern model of school reform; however, the Finns and other Scandinavian societies embrace a “horizontal individualism” rather than a “vertical individualism”(Triandis, 1995) . The former tends to favor flat, democratic, egalitarian organizations and economic systems that have a relatively short range of incomes and wealth (Triandis, 1995; see also, Hargreaves & Shirley, 2012; Pickett &  \n2 See Appendix, at the end of this paper. It depicts the essential differences between GERM and the Finnish System; these are translat","cbCaijvv8vk2Uraj","https://ap.wps.com/l/cbCaijvv8vk2Uraj","pdf",267024,13,"English","# Abstract\n## Modernism and school reform accountability\n## Modernism and the Global Education Reform Movement\n## The Finnish Way","[{\"question\":\"What central claim does the article make about modernist school reform?\",\"answer\":\"It argues that decades of school reform promote the private good over the public good by relying on privatization and standardized tests as key tactics.\"},{\"question\":\"How does the article describe accountability in modernist reform policies?\",\"answer\":\"It describes accountability as narrow and quantification-based, including privatization via school choice and vouchers alongside test-score measurement.\"},{\"question\":\"How does the article contrast the “Global Education Reform Movement” with the “Finnish Way”?\",\"answer\":\"It links GERM to modernist measurement and extrinsic competition rewards, while portraying the Finnish Way as more contextual, individualistic, and less centered on standardized testing.\"}]","Modernism in School Reform - Promoting Private over Public Good | PDF",1792094812,33]