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Author: Gerald Watkins Bracey
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
Bracey, a research psychologist and author, summarizes the various types of experiments being done today in the United States to try to reform public education, including charter schools, privately run schools, the voucher system, and commercializing schools with corporate contracts, He also examines certain "myths" about public education such as the correlation between money and outcomes, and the idea that more hours in school will result in higher test scores. c. Book News Inc.
Author: Gerald Watkins Bracey
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
Bracey, a research psychologist and author, summarizes the various types of experiments being done today in the United States to try to reform public education, including charter schools, privately run schools, the voucher system, and commercializing schools with corporate contracts, He also examines certain "myths" about public education such as the correlation between money and outcomes, and the idea that more hours in school will result in higher test scores. c. Book News Inc.
Author: William J. Reese
Publisher: JHU Press
ISBN: 1421401037
Category : Education
Languages : en
Pages : 378
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Book Description
In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.
Author: Jonathan Zimmerman
Publisher: Harvard University Press
ISBN: 9780674045446
Category : Education
Languages : en
Pages : 330
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Book Description
What do America's children learn about American history, American values, and human decency? Who decides? In this absorbing book, Jonathan Zimmerman tells the dramatic story of conflict, compromise, and more conflict over the teaching of history and morality in twentieth-century America. In history, whose stories are told, and how? As Zimmerman reveals, multiculturalism began long ago. Starting in the 1920s, various immigrant groups--the Irish, the Germans, the Italians, even the newly arrived Eastern European Jews--urged school systems and textbook publishers to include their stories in the teaching of American history. The civil rights movement of the 1960s and '70s brought similar criticism of the white version of American history, and in the end, textbooks and curricula have offered a more inclusive account of American progress in freedom and justice. But moral and religious education, Zimmerman argues, will remain on much thornier ground. In battles over school prayer or sex education, each side argues from such deeply held beliefs that they rarely understand one another's reasoning, let alone find a middle ground for compromise. Here there have been no resolutions to calm the teaching of history. All the same, Zimmerman argues, the strong American tradition of pluralism has softened the edges of the most rigorous moral and religious absolutism.
Author: Diane Ravitch
Publisher: Basic Books (AZ)
ISBN: 0465014917
Category : Education
Languages : en
Pages : 298
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Book Description
Discusses how school choice, misapplied standards of accountability, the No Child Left Behind mandate, and the use of a corporate model have all led to a decline in public education and presents arguments for a return to strong neighborhood schools and quality teaching.
Author: Eric A. Hanushek
Publisher: Princeton University Press
ISBN: 1400830257
Category : Education
Languages : en
Pages : 432
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Book Description
Improving public schools through performance-based funding Spurred by court rulings requiring states to increase public-school funding, the United States now spends more per student on K-12 education than almost any other country. Yet American students still achieve less than their foreign counterparts, their performance has been flat for decades, millions of them are failing, and poor and minority students remain far behind their more advantaged peers. In this book, Eric Hanushek and Alfred Lindseth trace the history of reform efforts and conclude that the principal focus of both courts and legislatures on ever-increasing funding has done little to improve student achievement. Instead, Hanushek and Lindseth propose a new approach: a performance-based system that directly links funding to success in raising student achievement. This system would empower and motivate educators to make better, more cost-effective decisions about how to run their schools, ultimately leading to improved student performance. Hanushek and Lindseth have been important participants in the school funding debate for three decades. Here, they draw on their experience, as well as the best available research and data, to show why improving schools will require overhauling the way financing, incentives, and accountability work in public education.
Author: Johann N. Neem
Publisher: JHU Press
ISBN: 1421423219
Category : Education
Languages : en
Pages : 257
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Book Description
The unknown history of American public education. At a time when Americans are debating the future of public education, Johann N. Neem tells the inspiring story of how and why Americans built a robust public school system in the decades between the Revolution and the Civil War. It’s a story in which ordinary people in towns across the country worked together to form districts and build schoolhouses and reformers sought to expand tax support and give every child a liberal education. By the time of the Civil War, most northern states had made common schools free, and many southern states were heading in the same direction. Americans made schooling a public good. Yet back then, like today, Americans disagreed over the kind of education needed, who should pay for it, and how schools should be governed. Neem explores the history and meaning of these disagreements. As Americans debated, teachers and students went about the daily work of teaching and learning. Neem takes us into the classrooms of yore so that we may experience public schools from the perspective of the people whose daily lives were most affected by them. Ultimately, Neem concludes, public schools encouraged a diverse people to see themselves as one nation. By studying the origins of America’s public schools, Neem urges us to focus on the defining features of democratic education: promoting equality, nurturing human beings, preparing citizens, and fostering civic solidarity.
Author: Dana Goldstein
Publisher: Vintage
ISBN: 0345803620
Category : Education
Languages : en
Pages : 385
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Book Description
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
Author: William J. Reese
Publisher: Harvard University Press
ISBN: 0674075692
Category : Education
Languages : en
Pages : 392
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Book Description
Written tests to evaluate students were a radical and controversial innovation when American educators began adopting them in the 1800s. Testing quickly became a key factor in the political battles during this period that gave birth to America's modern public school system. William J. Reese offers a richly detailed history of an educational revolution that has so far been only partially told. Single-classroom schools were the norm throughout the United States at the turn of the nineteenth century. Pupils demonstrated their knowledge by rote recitation of lessons and were often assessed according to criteria of behavior and discipline having little to do with academics. Convinced of the inadequacy of this system, the reformer Horace Mann and allies on the Boston School Committee crafted America's first major written exam and administered it as a surprise in local schools in 1845. The embarrassingly poor results became front-page news and led to the first serious consideration of tests as a useful pedagogic tool and objective measure of student achievement. A generation after Mann's experiment, testing had become widespread. Despite critics' ongoing claims that exams narrowed the curriculum, ruined children's health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. Testing Wars in the Public Schools puts contemporary battles over scholastic standards and benchmarks into perspective by showcasing the historic successes and limitations of the pencil-and-paper exam.
Author: Daniel S. Moak
Publisher: UNC Press Books
ISBN: 1469668211
Category : Education
Languages : en
Pages : 341
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Book Description
In an era defined by political polarization, both major U.S. parties have come to share a remarkably similar understanding of the education system as well as a set of punitive strategies for fixing it. Combining an intellectual history of social policy with a sweeping history of the educational system, Daniel S. Moak looks beyond the rise of neoliberalism to find the origin of today's education woes in Great Society reforms. In the wake of World War II, a coalition of thinkers gained dominance in U.S. policymaking. They identified educational opportunity as the ideal means of addressing racial and economic inequality by incorporating individuals into a free market economy. The passage of the Elementary and Secondary Education Act (ESEA) in 1965 secured an expansive federal commitment to this goal. However, when social problems failed to improve, the underlying logic led policymakers to hold schools responsible. Moak documents how a vision of education as a panacea for society's flaws led us to turn away from redistributive economic policies and down the path to market-based reforms, No Child Left Behind, mass school closures, teacher layoffs, and other policies that plague the public education system to this day.
Author: Patricia Albjerg Graham
Publisher: Oxford University Press
ISBN: 0198038445
Category : Education
Languages : en
Pages : 288
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Book Description
In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.
