In 1994 and 1995, David Tyack, William Tobin, and Larry Cuban (Tyack and Cuban 1995; Tyack andTobin 1994) coined the term “grammar of schooling” to characterize the long-lasting and largely unchanging core elements of schooling. These elements include batch processing of students, separation of classes by academic discipline, age-graded classrooms, teaching as transmission, leveling and tracking, and schooling as a mechanism for sorting students by perceived ability. In recent years, however, there has been a range of efforts that in different ways try to move us away from the century-old grammar of schooling. These include personalized learning, blended schools, competency-based schooling, deeper learning, community-infused and social justice–oriented schools, and many more. Although these developments have been covered in the press, they have not yet been the subject of much serious research that helps us understand how these innovations develop and sustain over time.Most research, both quantitative and qualitative, is conducted within the existing grammar of schooling. We seek to understand what produces achievement gaps among students (Duncan and Murnane 2011; Jencks and Phillips 1998), why schools ask students to suppress rather than reveal their cultural identities (Valenzuela 1999), and why school

中文翻译：

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改变学校教育的语法：评估和研究议程

1994 年和 1995 年，David Tyack、William Tobin 和 Larry Cuban（Tyack and Cuban 1995；Tyack andTobin 1994）创造了术语“学校教育的语法”来描述学校教育的长期和基本不变的核心要素。这些要素包括学生批量处理、学科分班、课堂分级、教学作为传递、分级和跟踪，以及学校作为根据感知能力对学生进行分类的机制。然而，近年来，已经有一系列努力以不同的方式试图让我们远离百年历史的学校教育语法。其中包括个性化学习、混合学校、基于能力的学校教育、深度学习、社区注入和社会正义导向的学校等等。尽管这些事态发展已被媒体报道，它们尚未成为帮助我们了解这些创新如何随着时间发展和维持的大量研究的主题。大多数研究，无论是定量的还是定性的，都是在现有的学校教育语法范围内进行的。我们试图了解导致学生成绩差距的原因（Duncan 和 Murnane 2011；Jencks 和 Phillips 1998），为什么学校要求学生压制而不是揭示他们的文化身份（Valenzuela 1999），以及为什么学校