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Author: Christopher Tienken
Publisher: Rowman & Littlefield
ISBN: 1475802587
Category : Education
Languages : en
Pages : 190
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Book Description
In The School Reform Landscape: Fear, Mythologies, and Lies, the authors take an in-depth and controversial look at school reform since the launch of Sputnik. They scrutinize school reform events, proposals, and policies from the last 60 years through the lens of critical social theory and examine the ongoing tensions between the need to keep a vibrant unitary system of public education and the ongoing assault by corporate and elite interests in creating a dual system. Some of events, proposals, and policies critiqued include the Sputnik myth, A Nation At Risk, No Child Left Behind, the lies of the Common Core State Standards Initiative, and other common reform schemes. The authors provide an evidence-based contrarian view of the free-market reform ideas and pierce the veil of the new reform policies to find that they are built not upon empirical evidence, but instead rest solidly on foundations of myth, fear, and lies. Ideas for a new set of reform policies, based on empirical evidence and supportive of a unitary, democratic system of education are presented.
Author: Christopher Tienken
Publisher: Rowman & Littlefield
ISBN: 1475802587
Category : Education
Languages : en
Pages : 190
Get Book Here
Book Description
In The School Reform Landscape: Fear, Mythologies, and Lies, the authors take an in-depth and controversial look at school reform since the launch of Sputnik. They scrutinize school reform events, proposals, and policies from the last 60 years through the lens of critical social theory and examine the ongoing tensions between the need to keep a vibrant unitary system of public education and the ongoing assault by corporate and elite interests in creating a dual system. Some of events, proposals, and policies critiqued include the Sputnik myth, A Nation At Risk, No Child Left Behind, the lies of the Common Core State Standards Initiative, and other common reform schemes. The authors provide an evidence-based contrarian view of the free-market reform ideas and pierce the veil of the new reform policies to find that they are built not upon empirical evidence, but instead rest solidly on foundations of myth, fear, and lies. Ideas for a new set of reform policies, based on empirical evidence and supportive of a unitary, democratic system of education are presented.
Author: Christopher H. Tienken
Publisher: Rowman & Littlefield
ISBN: 1475850301
Category : Education
Languages : en
Pages : 201
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Book Description
The School Reform Landscape Reloaded: More Fear, Myths, and Lies peels back the curtain of school reform to examine the tensions that exist between the democratic and equitable system of public education and the emerging dual system based on elite interests aimed at profit-making and decreasing education equity. The author takes in-depth and controversial look at school reform since the launch of Sputnik I. Education reform events, proposals, and policies are examined through the lens of progressivist philosophy and critical social theory. Some of the issues and policies critiqued include the neoliberal corporate influence on education, the Sputnik myth, A Nation At Risk, standardization, charter schools, and other relevant topics. The author provides an evidence-based view of the free-market reform ideas and he pierces the veil of the new reform policies to find that they are not built upon empirical evidence, but instead rest solidly on foundations of myth, fear, and lies. Ideas for a new set of reform policies, based on empirical evidence and supportive of a unitary, equitable, and democratic system of education are presented.
Author: David B. TYACK
Publisher: Harvard University Press
ISBN: 0674044525
Category : Education
Languages : en
Pages : 193
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Book Description
For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to reinvent schooling? Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.
Author: Alex Molnar
Publisher: IAP
ISBN: 1607525534
Category : Education
Languages : en
Pages : 300
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Book Description
Twelve American academics and researchers contribute 13 chapters to this text reviewing current research on the conditions, policies, and practices in the reform of the American public school system. Coverage includes an examination of schools as institutions, and their structures; the teachers who deliver public education; and various proposals to replace all or part of the traditional public education system with institutions from outside that system. The reforms examined include examples of those which have clearly demonstrated their effectiveness, and others of questionable value. For scholars, policymakers, and citizens interested in education reform. No subject index. Annotation copyrighted by Book News, Inc., Portland, OR.
Author: Paul Manna
Publisher: Rowman & Littlefield
ISBN: 0815723954
Category : Education
Languages : en
Pages : 434
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Book Description
A Brookings Institution Press with the Thomas B. Fordham Institute and the Center for American Progress publication America's fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. Education Governance for the Twenty-First Century comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today. Contents: Education Governance in America: Who Leads When Everyone Is in Charge?, Patrick McGuinn and Paul Manna The Failures of U.S. Education Governance Today, Chester E. Finn Jr. and Michael J. Petrilli How Current Education Governance Distorts Financial Decisionmaking, Marguerite Roza Governance Challenges to Innovators within the System, Michelle R. Davis Governance Challenges to Innovators outside the System, Steven F. Wilson Rethinking District Governance, Frederick M. Hess and Olivia M. Meeks Interstate Governance of Standards and Testing, Kathryn A. McDermott Education Governance in Performance-Based Federalism, Kenneth K. Wong The Rise of Education Executives in the White House, State House, and Mayor’s Office, Jeffrey R. Henig English Perspectives on Education Governance and Delivery, Michael Barber Education Governance in Canada and the United States, Sandra Vergari Education Governance in Comparative Perspective, Michael Mintrom and Richard Walley Governance Lessons from the Health Care and Environment Sectors, Barry G. Rabe Toward a Coherent and Fair Funding System, Cynthia G. Brown Picturing a Different Governance Structure for Public Education, Paul T. Hill From Theory to Results in Governance Reform, Kenneth J. Meier The Tall Task of Education Governance Reform, Paul Manna and Patrick McGuinn
Author: Esther Quintero
Publisher:
ISBN: 9781682530382
Category : Education and state
Languages : en
Pages : 0
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Book Description
Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach. "What a wonderful collection of diverse voices in this book, all sounding a similar message. Successful schools encourage and support purposeful collaboration among adults and they focus on students. In these schools, teachers feel more rewarded for their efforts and students learn more. Practitioners and researchers understand these findings. Now, let's build education policies that enable them." --John Q. Easton, vice president of programs, Spencer Foundation "Teaching in Context is a call to action--one to which Esther Quintero and her colleagues invite us to imagine, build, nurture, and protect a profession and culture fueled by supportive networks that produce more trust and less churn." --Ralph R. Smith, managing director, Campaign for Grade-Level Reading Esther Quintero is a senior fellow at the Albert Shanker Institute. Andy Hargreaves is the Brennan Chair in Education at Boston College.
Author: Paul T. Hill
Publisher: Brookings Institution Press
ISBN: 9780815716259
Category : Education
Languages : en
Pages : 132
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Book Description
Every year, in one out of three big cities, the school superintendent leaves his or her job, sending local community leaders back to square one. Cleveland, Baltimore, and Washington, D.C., are struggling to recreate their failed school systems, and many more cities are likely to follow. City leaders need more than new superintendents. They need stable reform strategies strong enough to move an entrenched system. Unfortunately, it is not clear where they can turn for help. Education experts are deeply divided about whether teacher retraining or new standards are enough to reform a struggling city system, or whether more fundamental changes, such as family choice and family-run schools, are needed. Based on new research, this book identifies the essential elements of reform strategies that can transform school performance in big cities beset by poverty, social instability, racial isolation, and labor unrest. It also suggests ways that local leaders can assemble the necessary funding and political support to make such strategies work.
Author: Richard Rothstein
Publisher: Teachers College Press
ISBN: 9780807745564
Category : Education
Languages : en
Pages : 210
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Book Description
Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Author: Dana L. Mitra
Publisher: State University of New York Press
ISBN: 0791478947
Category : Education
Languages : en
Pages : 144
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Book Description
High schools continue to be places that isolate, alienate, and disengage students. But what would happen if students were viewed as part of the solution in schools rather than part of the problem? This book examines the emergence of "student voice" at one high school in the San Francisco Bay area where educators went straight to the source and asked the students to help. Struggling, like many high schools, with how to improve student outcomes, educators at Whitman High School decided to invite students to participate in the reform process. Dana L. Mitra describes the evolution of student voice at Whitman, showing that the students enthusiastically created partnerships with teachers and administrators, engaged in meaningful discussion about why so many failed or dropped out, and partnered with teachers and principals to improve learning for themselves and their peers. In documenting the difference that student voice made, this book helps expand ideas of distributed leadership, professional learning communities, and collaboration. The book also contributes much needed research on what student voice initiatives look like in practice and provides powerful evidence of ways in which young people can increase their sense of agency and their sense of belonging in school.
Author: Craig S. Engelhardt
Publisher: IAP
ISBN: 1623963249
Category : Education
Languages : en
Pages : 252
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Book Description
Education Reform proposes and defends an alternate paradigm of public education. It challenges “secular education” as a failed educational model and proposes an alternate model with far-reaching potential. It reveals how secular schools have insufficient resources to support the public’s educational interests while religious schools, within a plural public education system, have the superior capacity to nurture citizens with the moral, intellectual, and civic qualities of good citizenship. The fulcrum upon which Engelhardt’s argument rests is the recognition that beliefs and values of a religious nature not only provide motivating frameworks for individual life, but also, they naturally provide core sources of meaning, understanding, and motivation for education efforts. Whereas secular schools avoid these ideological resources, they potentially suffuse the curriculum, climate, and community of “religious” schools to increase their educational success. Thus, this book argues that the move to a plural public education system, in which families are free to choose either secular or publicly supportive “religious” schools, will advance the educational interests of America. This argument is developed in three parts. The first entails a multi-chapter analysis of education history to discern the relationship between religion and the public’s education goals. By tracing ways in which “religion” is a key resource for curricular meaning, parent buy-in, rational thought, individual morality, public unity, and academic inspiration, it correlates school secularization with many of our current education problems. Part two engages criticisms that may arise from this reform proposal - such as concerns regarding autonomy, deliberative skills, equity, and public cohesion. Part three illumines superior ways in which religious schools can address the public’s educational concerns. The book concludes by proposing ideas and principles to guide the development of an American plural public education system that allow the public to draw from the strengths of religious schools without secularizing them in the process or breaching church/state boundaries.
