The Knowing-Doing Gap

In the 1990’s, the Delaware Department of Education assigned an inexperienced educator the daunting task of leading a task force to determine what should be done in order to improve failing high schools. I was a representative of the district in which I worked and sat quietly as suggestion after suggestion was made. After an hour of a futile pursuit of consensus, I suggested the issue was not what it was that should be done; rather, I suggested it would be more productive if we figured out why educators were not implementing what leaders in schools and districts had already decided should be done.

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