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Structured schools, free schools, graded schools, ungraded schools, no schools at all—the conflicts over public education in America rage on, for contemporary schools have not lived up to our expectations. The essence of the criticism reflected in the essays in this volume is that America's dual educational goals—free inquiry and social mobility-are not being met. Instead of producing enlightened citizens capable of high social and economic mobility, our schools have become warehouses of children stored as commodities, docile and immobile.
"...A powerful interpretation of the uses of history in educational reform and of the relations among democracy, education, and the capitalist state. How did the American education take shape? What can a historian say about recent criticisms and proposals for improvement? What drives the politics of educational history? Katz shows how the reconstruction of America's educational past can be used as a framework for thinking about current reform."--Back cover.
Explores the intersection of two central issues in American education today: school reform through restructuring and alienation from school of many children of color. A tough look at the impact of teachers' and administrators' beliefs and practices.
Structured schools, free schools, graded schools, ungraded schools, no schools at all—the conflicts over public education in America rage on, for contemporary schools have not lived up to our expectations. The essence of the criticism reflected in the essays in this volume is that America's dual educational goals—free inquiry and social mobility-are not being met. Instead of producing enlightened citizens capable of high social and economic mobility, our schools have become warehouses of children stored as commodities, docile and immobile.
School change and educational reform are discussed constantly by the media. Despite a decade of frenzied interest, there is little consensus on the most fundamental issues. The terminology of school reform remains unclear, obscured by ideological rhetoric. What is meant by terms such as "school restructuring," "site-based management," and "teacher education reform?" This book examines social changes affecting education; amplifies case studies of school change; and analyzes the gap between the rhetoric and reality of educational reform. Changing American Education examines both the nature of comprehensive, large-scale historical and social changes that contextualize educational reform, and amplifies the meaning of lessons learned by those who have assisted in change efforts. The authors draw upon rich case material that documents the possibilities and hazards awaiting those who undertake reform of educational practice and structures. They also examine how the rhetoric of educational change may fall short of the reality, as translated to processes and practices at different levels of the enterprise.
A study of developments in modern American religion examines the interaction between religion and politics that has occurred in the years since World War II, the polarization of religious dogma and the rise of special interest groups.
Designed as a guide for practitioners, this book draws on over 600 sources to discuss school restructuring definitions, trends, and issues; achievements of a few select schools; and implementation techniques and strategies. Two overarching, indirectly stated issues pervading the reconceptualization of schooling are multiculturalism and a caring school staff. The book is organized into four parts. Part 1, Rationale and Context, presents a historical context for restructuring and a summary of the current motivations for, and implications of, educational restructuring. Part 2, Changing Roles and Responsibilities, examines the evolution of new roles for essentially all the groups that participate in public education. Part 3, Dimensions of Restructuring, explores the concepts of incremental and discontinuous change and extensively discusses current school restructuring activities along 12 dimensions: learner outcomes, curriculum, instruction, assessment, learning environment, technology, school-community relations, time schedules, governance, teacher leadership, personnel definitions and roles, and working relationships. Part 4, Process of Restructuring, captures the lessons being learned about the restructuring process and presents examples of strategies and techniques. (Contains over 600 references.) (MLH)
"In-depth, insightful, with a masterful handling of the relevant data, The American Faculty provides the most comprehensive overview of the status of the academic profession that is available." -- Jay Chronister, Curry School of Education, University of Virginia
Explores the intersection of two central issues in American education today: school reform through restructuring and alienation from school of many children of color. A tough look at the impact of teachers' and administrators' beliefs and practices.
Two powerful forces are driving American's demands for better schools -- one longstanding force is idealistic and the other is "new" and economic. The current group of young Americans is in danger of being the first full generation to consistently make less money and enjoy fewer worldly rewards than their parents. The intersection of idealistic and pragmatic forces has produced an era of calls for reform in U.S. education that is unparalleled -- calls that have resulted in the creation of the New American Schools Development Corporation (NASDC). The chapters in this book highlight the path traveled by NASDC -- a private, non-profit corporation charged with creating new, "break the mold" school designs for the 21st century -- and describes the first three years' accomplishments of nine NASDC development teams.