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| the one best system david tyack: Tinkering toward Utopia David B. TYACK, Larry Cuban, David B Tyack, 2009-06-30 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. |
| the one best system david tyack: Seeking Common Ground David B. Tyack, 2003 The American republic will survive only if its citizens are educated--this was an article of faith of its founders. But seeking common civic ground in public schools has never been easy in a society where schoolchildren followed different religions, adhered to different cultural traditions, spoke many languages, and were identified as members of different races. In this wise and enlightening book, filled with vivid characters and memorable incidents that make history but don't always make history books, David Tyack describes how each American generation grappled with the knotty task of creating political unity and social diversity. Seeking Common Ground illuminates puzzles about democracy in education and chronic conflicts that continue to make news. Americans mistrusted government, yet they entrusted the civic education of their children to public schools. American history textbooks were notoriously dull, but they were also highly controversial. Although the people liked local control of schools, educational experts called it democracy gone to seed and campaigned to take the schools out of politics. Reformers argued about whether it was more democratic to teach all students the same subjects or to tailor curriculum to individuals. And what was the best way to Americanize immigrants, asked educators: by forced-fed assimilation or by honoring their ethnic heritages? With a broad perspective and an eye for telling detail, Tyack lets us see that debates about the civic purposes of schools are an essential part of a democratic culture, and integral to its future. |
| the one best system david tyack: Public Schools in Hard Times David B. Tyack, Robert Lowe, Elisabeth Hansot, 1984 In the first social history of what happened to public schools in those years of the locust, the authors explore the daily experience of schoolchildren in many kinds of communities--the public school students of working-class northeastern towns, the rural black children of the South, the prosperous adolescents of midwestern suburbs. How did educators respond to the fiscal crisis, and why did Americans retain their faith in public schooling during the cataclysm? The authors examine how New Dealers regarded public education and the reaction of public school people to the distinctive New Deal style in programs such as the National Youth Administration. They illustrate the story with photographs, cartoons, and vignettes of life behind the schoolhouse door. Moving from that troubled period to our own, the authors compare the anxieties of the depression decade with the uncertainties of the 1970s and 1980s. Heirs to an optimistic tradition and trained to manage growth, school staff have lately encountered three shortages: of pupils, money, and public confidence. Professional morale has dropped as expectations and criticism have mounted. Changes in the governing and financing of education have made planning for the future even riskier than usual. Drawing on the experience of the 1930s to illuminate the problems of the 1980s, the authors lend historical perspective to current discussions about the future of public education. They stress the basic stability of public education while emphasizing the unfinished business of achieving equality in schooling. |
| the one best system david tyack: The One Best System David B. Tyack, 1974-01-01 The One Best System presents a major new interpretation of what actually happened in the development of one of America's most influential institutions. At the same time it is a narrative in which the participants themselves speak out: farm children and factory workers, frontier teachers and city superintendents, black parents and elite reformers. And it encompasses both the achievements and the failures of the system: the successful assimilation of immigrants, racism and class bias; the opportunities offered to some, the injustices perpetuated for others. David Tyack has placed his colorful, wide-ranging view of history within a broad new framework drawn from the most recent work in history, sociology, and political science. He looks at the politics and inertia, the ideologies and power struggles that formed the basis of our present educational system. Using a variety of social perspectives and methods of analysis, Tyack illuminates for all readers the change from village to urban ways of thinking and acting over the course of more than one hundred years. |
| the one best system david tyack: The Irony of Early School Reform Michael B. Katz, 1968 First published in 1968, The Irony of Early School Reform quickly became essential reading for anyone interested in American education. One of the first books to survey the relationship between public educational systems and the rise of urbanization and industrialization,Irony was instrumental in mapping out the origins of school reform and locating the source of educational inequalities and bureaucracies in patterns established in the nineteenth century. This new and enhanced version of the classic text is now available for the legions of people who have asked for it. It includes an update by the author along with the same cohesive text and criticism contained in the original. Readers will appreciate that this edition: brings back into print a book that holds an important place in the field of educational history and in the modern literature of educational reform; assesses the impact of the original publication in light of writing about American history and education since its original publication and explains its continuing significance; shatters warm and comforting myths about the origins of public education; and shows how some of the most problematic features of public education have their origins in nineteenth century styles of educational reform. |
| the one best system david tyack: Pillars of the Republic Carl F. Kaestle, 2011-04-01 Pillars of the Republic is a pioneering study of common-school development in the years before the Civil War. Public acceptance of state school systems, Kaestle argues, was encouraged by the people's commitment to republican government, by their trust in Protestant values, and by the development of capitalism. The author also examines the opposition to the Founding Fathers' educational ideas and shows what effects these had on our school system. |
| the one best system david tyack: Challenging the One Best System Katrina E. Bulkley, Julie A. Marsh, Katharine O. Strunk, Douglas N. Harris, Ayesha K. Hashim, 2021-02-04 In Challenging the One Best System, a team of leading education scholars offers a rich comparative analysis of the set of urban education governance reforms collectively known as the “portfolio management model.” They investigate the degree to which this model—a system of schools operating under different types of governance and with different degrees of autonomy—challenges the standard structure of district governance famously characterized by David Tyack as “the one best system.” The authors examine the design and enactment of the portfolio management model in three major cities: New Orleans, Los Angeles, and Denver. They identify the five interlocking mechanisms at the core of the model—planning and oversight, choice, autonomy, human capital, and school supports—and show how these are implemented differently in each city. Using rich qualitative data from extensive interviews, the authors trace the internal tensions and tradeoffs that characterize these systems and highlight the influence of historical and contextual factors as well. Most importantly, they question whether the portfolio management model represents a fundamental restructuring of education governance or more incremental change, and whether it points in the direction of meaningful improvement in school practices. Drawing on a rigorous, multimethod study, Challenging the One Best System represents a significant contribution to our understanding of system-level change in education. |
| the one best system david tyack: The Promised City Moses Rischin, 1977 Rischin paints a vivid picture of Jewish life in New York at the turn of the century. Here are the old neighborhoods and crowded tenements, the Rester Street markets, the sweatshops, the birth of Yiddish theatre in America, and the founding of important Jewish newspapers and labor movements. The book describes, too, the city's response to this great influx of immigrants--a response that marked the beginning of a new concept of social responsibility. |
| the one best system david tyack: Education Governance for the Twenty-First Century Paul Manna, Patrick McGuinn, 2013-01-03 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 |
| the one best system david tyack: The Culture of Education Policy Sandra Stein, 2004 This powerful book shows the many unintended ways in which social and educational policy can shape, if not constrain, the work of educating students. Focusing on the creation and history of Title I of the Elementary and Secondary Education Act (ESEA) from its inception in 1965 to the present, Stein shows how underlying assumptions of policymakers and bureaucratic red tape actually interfere with both educational practice and the goals of the legislation itself. This examination is especially timely, given the recent passage of the No Child Left Behind Act and its sweeping attempts to raise achievement and reduce failure, especially for underserved populations. This invaluable volume: Offers an innovative framework for the analysis of education policy that can be applied to other government initiatives, particularly those directed at the poor. Challenges prevailing assumptions about children and poverty and the organizational strategies for addressing their needs. Brings the reader into the halls of Congress, analyzing the language of Congressional floor debates, showing shifts in how students have been characterized and their needs defined over time. Presents a fresh perspective on the controversial No Child Left Behind Act, the most recent reauthorization of ESEA, as well as federal desegregation and bilingual policies. Provides intimate portraits of nine elementary schools, presenting the language and routines of schooling to demonstrate how practitioners react to the culture of education policy in practice. “This book breaks new ground! Stein demonstrates the ways in which the language and symbols that are used work to delimit not only our understanding of the problems federal policy addresses, but the range of solutions it deploys. A foundational piece of work.” —Jean Anyon, Graduate Center, City University of New York |
| the one best system david tyack: Democracy's Schools Johann N. Neem, 2017-08-01 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. |
| the one best system david tyack: City Teachers Kate Rousmaniere, 1997 Drawing on extensive interviews with teachers of an earlier generation, Rousmaniere lets readers see the complexity of teachers' work, their problems with reform implementation, and the conditions they believed were necessary for real change. It is an important book because it raises questions about the power and legacy of teachers' historical work culture and the effect of teachers' working conditions on teacher practice and broader school reform policy. |
| the one best system david tyack: Five Miles Away, A World Apart James E. Ryan, 2010-08-06 How is it that, half a century after Brown v. Board of Education, educational opportunities remain so unequal for black and white students, not to mention poor and wealthy ones? In his important new book, Five Miles Away, A World Apart, James E. Ryan answers this question by tracing the fortunes of two schools in Richmond, Virginia--one in the city and the other in the suburbs. Ryan shows how court rulings in the 1970s, limiting the scope of desegregation, laid the groundwork for the sharp disparities between urban and suburban public schools that persist to this day. The Supreme Court, in accord with the wishes of the Nixon administration, allowed the suburbs to lock nonresidents out of their school systems. City schools, whose student bodies were becoming increasingly poor and black, simply received more funding, a measure that has proven largely ineffective, while the independence (and superiority) of suburban schools remained sacrosanct. Weaving together court opinions, social science research, and compelling interviews with students, teachers, and principals, Ryan explains why all the major education reforms since the 1970s--including school finance litigation, school choice, and the No Child Left Behind Act--have failed to bridge the gap between urban and suburban schools and have unintentionally entrenched segregation by race and class. As long as that segregation continues, Ryan forcefully argues, so too will educational inequality. Ryan closes by suggesting innovative ways to promote school integration, which would take advantage of unprecedented demographic shifts and an embrace of diversity among young adults. Exhaustively researched and elegantly written by one of the nation's leading education law scholars, Five Miles Away, A World Apart ties together, like no other book, a half-century's worth of education law and politics into a coherent, if disturbing, whole. It will be of interest to anyone who has ever wondered why our schools are so unequal and whether there is anything to be done about it. |
| the one best system david tyack: Reinventing America's Schools David Osborne, 2017-09-05 From David Osborne, the author of Reinventing Government--a biting analysis of the failure of America's public schools and a comprehensive plan for revitalizing American education. In Reinventing America's Schools, David Osborne, one of the world's foremost experts on public sector reform, offers a comprehensive analysis of the charter school movements and presents a theory that will do for American schools what his New York Times bestseller Reinventing Government did for public governance in 1992. In 2005, when Hurricane Katrina devastated New Orleans, the city got an unexpected opportunity to recreate their school system from scratch. The state's Recovery School District (RSD), created to turn around failing schools, gradually transformed all of its New Orleans schools into charter schools, and the results are shaking the very foundations of American education. Test scores, school performance scores, graduation and dropout rates, ACT scores, college-going rates, and independent studies all tell the same story: the city's RSD schools have tripled their effectiveness in eight years. Now other cities are following suit, with state governments reinventing failing schools in Newark, Camden, Memphis, Denver, Indianapolis, Cleveland, and Oakland. In this book, Osborne uses compelling stories from cities like New Orleans and lays out the history and possible future of public education. Ultimately, he uses his extensive research to argue that in today's world, we should treat every public school like a charter school and grant them autonomy, accountability, diversity of school designs, and parental choice. |
| the one best system david tyack: American Education Lawrence Arthur Cremin, 1970 Both an illumination of the history of education and a portrayal of the colonial, social, political, religious, and economic heritage of the nation. |
| the one best system david tyack: The Importance of Being Urban David A. Gamson, 2019-07-08 From the 1890s through World War II, the greatest hopes of American progressive reformers lay not in the government, the markets, or other seats of power but in urban school districts and classrooms. The Importance of Being Urban focuses on four western school systems—in Denver, Oakland, Portland, and Seattle—and their efforts to reconfigure public education in the face of rapid industrialization and the perceived perils [GDA1] of the modern city. In an era of accelerated immigration, shifting economic foundations, and widespread municipal shake-ups, reformers argued that the urban school district could provide the broad blend of social, cultural, and educational services needed to prepare students for twentieth-century life. These school districts were a crucial force not only in orchestrating educational change, but in delivering on the promise of democracy. David A. Gamson’s book provides eye-opening views of the histories of American education, urban politics, and the Progressive Era. |
| the one best system david tyack: How Teachers Taught Larry Cuban, 1984 |
| the one best system david tyack: Chicano Education in the Era of Segregation Gilbert G. Gonzalez, 2013 Originally published: Philadelphia: Balch Institute Press, 1990. |
| the one best system david tyack: The Other America Michael Harrington, 1997-08 Examines the economic underworld of migrant farm workers, the aged, minority groups, and other economically underprivileged groups. |
| the one best system david tyack: Their Highest Potential Vanessa Siddle Walker, 2000-11-09 African American schools in the segregated South faced enormous obstacles in educating their students. But some of these schools succeeded in providing nurturing educational environments in spite of the injustices of segregation. Vanessa Siddle Walker tells the story of one such school in rural North Carolina, the Caswell County Training School, which operated from 1934 to 1969. She focuses especially on the importance of dedicated teachers and the principal, who believed their jobs extended well beyond the classroom, and on the community’s parents, who worked hard to support the school. According to Walker, the relationship between school and community was mutually dependent. Parents sacrificed financially to meet the school’s needs, and teachers and administrators put in extra time for professional development, specialized student assistance, and home visits. The result was a school that placed the needs of African American students at the center of its mission, which was in turn shared by the community. Walker concludes that the experience of CCTS captures a segment of the history of African Americans in segregated schools that has been overlooked and that provides important context for the ongoing debate about how best to educate African American children. African American History/Education/North Carolina |
| the one best system david tyack: So Much Reform, So Little Change Charles M. Payne, 2008 This frank and courageous book explores the persistence of failure in today's urban schools. At its heart is the argument that most education policy discussions are disconnected from the daily realities of urban schools, especially those in poor and beleaguered neighborhoods. Charles M. Payne argues that we have failed to account fully for the weakness of the social infrastructure and the often dysfunctional organizational environments of urban schools and school systems. The result is that liberals and conservatives alike have spent a great deal of time pursuing questions of limited practical value in the effort to improve city schools. Payne carefully delineates these stubborn and intertwined sources of failure in urban school reform efforts of the past two decades. Yet while his book is unsparing in its exploration of the troubled recent history of urban school reform, Payne also describes himself as guardedly optimistic. He describes how, in the last decade, we have developed real insights into the roots of school failure, and into how some individual schools manage to improve. He also examines recent progress in understanding how particular urban districts have established successful reforms on a larger scale. Drawing on a striking array of sources--from the recent history of various urban school systems, to the growing sophistication of education research, to his own experience as a teacher, scholar, and participant in reform efforts--Payne paints a vivid and unmistakably realistic portrait of urban schools and reforms of the past few decades. So Much Reform, So Little Change will be required reading for everyone interested in the plight--and the future--of urban schools. |
| the one best system david tyack: The School in American Culture Margaret Mead, 1962 |
| the one best system david tyack: The One Best System? Roy Shuker, 1987 |
| the one best system david tyack: Education for Everyone John I. Goodlad, Corinne Mantle-Bromley, Stephen John Goodlad, 2004-02-06 Schooling for everyone -- Agenda for education in a democracy -- The context of schooling in a democracy -- An essential narrative for schooling -- Democracy, education, and the human conversation -- Renewal -- Leadership for educational renewal -- Experiencing the agenda. |
| the one best system david tyack: David Snedden and Education for Social Efficiency Walter H. Drost, 1967 |
| the one best system david tyack: Someone Has to Fail David F. Labaree, 2012-04-02 What do we really want from schools? Only everything, in all its contradictions. Most of all, we want access and opportunity for all childrenÑbut all possible advantages for our own. So argues historian David Labaree in this provocative look at the way Òthis archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do.Ó Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult. At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposesÑto pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own. Provocative, unflinching, wry, Someone Has to Fail looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much. |
| the one best system david tyack: When School Reform Goes Wrong Nel Noddings, 2007-08-27 In this much-needed volume, Nel Noddings uses her extensive experience at every level of schooling to challenge the No Child Left Behind Act (NCLB). Noddings invites readers to think critically about the ideas underlying NCLB, the reform movement that shaped it, and the processes it has put into play. She considers such questions as, Is money the answer to raising test scores? Are failing schools mainly attended by poor children, or are all of our schools failing? Do all students need courses in advanced mathematics, physics, and chemistry? Should special education students be expected to meet the same standards as regular students? Does one standard curriculum serve the needs and interests of all students? Does our current system of schooling undermine the democracy it should support? This dynamic book: Challenges almost every provision in the No Child Left Behind Act. Argues for educationally justifiable interpretations of equality, accountability, standards, testing, and choice. Suggests an educationally and morally acceptable way of employing an enriched form of tracking to meet the needs of all students. Considers what is at stake for our children, schools, and democracy and offers suggestions for fresh thinking. |
| the one best system david tyack: The Struggle for the American Curriculum, 1893-1958 Herbert M. Kliebard, 2004 First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. |
| the one best system david tyack: A Walker in the City Alfred Kazin, 1951 The acclaimed story of a soul awakening to the ecstasy of the senses, the power of language, and the meaning of existence. Kazin's memorable description of his life as a young man as he makes the journey from Brooklyn to Americanca--The larger world that begins at the other end of the subway in Manhattan. A classic portrayal of the Jewish immigrant culture of the 1930s. |
| the one best system david tyack: Silent Covenants Derrick Bell, 2004 Looks at continuing repercussions of Brown v. Board of Education and, despite the original intentions, its frequently negative impact on the educational needs of African-American children. |
| the one best system david tyack: The Making of Americans E. D. Hirsch, 2009-09-15 From the bestselling author of Cultural Literacy, a passionate and cogent argument for reforming the way we teach our children. Why, after decades of commissions, reforms, and efforts at innovation, do our schools continue to disappoint us? In this comprehensive book, educational theorist E. D. Hirsch, Jr. masterfully analyzes how American ideas about education have veered off course, what we must do to right them, and most importantly why. He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of “child-centered” and “how-to” learning theories that are at odds with how children really learn. The result is failing schools and widening inequality, as only children from content-rich (usually better-off) homes can take advantage of the schools’ educational methods. Hirsch unabashedly confronts the education establishment, arguing that a content-based curriculum is essential to addressing social and economic inequality. A nationwide, specific, grade-by-grade curriculum established in the early school grades can help fulfill one of America’s oldest and most compelling dreams: to give all children, regardless of language, religion, or origins, the opportunity to participate as equals and become competent citizens. Hirsch not only reminds us of these inspiring ideals, he offers an ambitious and specific plan for achieving them. “Hirsch’s case is clear and compelling. His book ought to be read by anyone interested in the education and training of the next generation of Americans.”—Glenn C. Altschuler, The Boston Globe “Hirsch once again challenges the prevailing “child-centered” philosophy, championing a return to a “subject-centered” approach to learning.”—Publishers Weekly |
| the one best system david tyack: Rethinking Our Classrooms Wayne Au, Bill Bigelow, Stan Karp, 2007 Since the first edition was published in 1994, Rethinking Our Classrooms has sold over 180,000 copies. |
| the one best system david tyack: Democratic Education Amy Gutmann, 1999-04-18 A groundbreaking classic that lays out and defends a democratic theory of education Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions. |
| the one best system david tyack: The Making of an American High School David F. Labaree, 1988 |
| the one best system david tyack: Chasing Success and Confronting Failure in American Public Schools Larry Cuban, 2020 The history of American education is rife with calls for school reform and efforts to turn so-called failing schools into successful ones. Cuban argues that, in the history of American education, standards of success and failure-as well as the reform efforts issuing from them-have been neither stable nor consistent-- |
| the one best system david tyack: On What is Learned in School Robert Dreeben, 1968 |
| the one best system david tyack: Inside the Black Box of Classroom Practice Larry Cuban, 2013 Inside the Black Box of Classroom Practice takes as its starting point a strikingly blunt question: With so many major structural changes in U.S. public schools over the past century, why have classroom practices been largely stable, with a modest blending of new and old teaching practices, leaving contemporary classroom lessons familiar to earlier generations of school-goers? It is a question that ought to be of paramount interest to all who are interested in school reform in the United States. It is also a question that comes naturally to Larry Cuban, whose much-admired books have focused on various aspects of school reform--their promises, wrong turns, partial successes, and troubling failures. In this book, he returns to this territory, but trains his focus on the still baffling fact that policy reforms--no matter how ambitious or determined--have generally had little effect on classroom conduct and practice. For forty years, Larry Cuban has been a voice of thoughtful analysis amid the overwrought rhetoric of American education reform. His distinctive contribution--updated, deepened, and extended in this book--has been to focus our attention on the persistent gap between the misconceptions of policy elites and the realities of daily practice in the classroom. One hopes that the next generation of American educators will learn the essential lessons of Cuban's analysis more deeply than the current generation. Young people considering a career in education should hold the lessons of this book close to their hearts. -- Richard F. Elmore, Gregory R. Anrig Professor of Educational Leadership, Harvard Graduate School of Education Larry Cuban's well-written book convincingly demonstrates why current education reforms don't work, can't work, and won't work. -- Diane Ravitch, research professor of education, New York University Anyone with a deep interest in public schools should read Inside the Black Box of Classroom Practice. Cuban takes the reader through the history of earnest efforts to improve our schools--through technology, structural reforms, and accountability systems--and shows why they have met with mixed and often disappointing results. His recommendations for us are both cautionary and hopeful, and always respectful of the dilemmas that teachers face each day they walk through the classroom door. -- Gary Yee, board director, District Four, Oakland Unified School District, and retired vice chancellor, Educational Services, Peralta Community College District Larry Cuban is professor emeritus of education at Stanford University. |
| the one best system david tyack: Understanding Long-Run Economic Growth Dora L. Costa, Naomi R. Lamoreaux, 2011-10 The conditions for sustainable growth and development are among the most debated topics in economics, and the consensus is that institutions matter greatly in explaining why some economies are more successful than others over time. This book explores the relationship between economic conditions, growth, and inequality. |
| the one best system david tyack: The Great School Wars Diane Ravitch, 2000-07-14 Named one of the Ten Best Books about New York City by the New York Times |
| the one best system david tyack: Charter School City Douglas N. Harris, 2020-09-03 In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest. Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students. |
"One-to-one" vs. "one-on-one" - English Language & Usage Stack …
Apr 19, 2012 · You may use one-to-one when you can identify a source and a destination. For eg., a one-to-one email is one sent from a single person to another, i.e., no ccs or bccs. In …
relative pronouns - Which vs Which one - English Language …
The "one" could imply that of the alternates only ONE choice is possible, or permitted. "Which" alone could indicate several choices from the set of alterates could be selected in various …
Which is correct vs which one is correct? [duplicate]
Aug 11, 2019 · When using the word "which" is it necessary to still use "one" after asking a question or do "which" and "which one" have the same meaning? Where do you draw the line …
Is the possessive of "one" spelled "ones" or "one's"?
Indefinite pronouns like one and somebody: one's, somebody's. The possessive of the pronoun one is spelled one's. There are many types of pronouns. Unfortunately, people explaining the …
Which is it: "1½ years old" or "1½ year old"? [duplicate]
Feb 1, 2015 · It would come much more naturally to a native speaker to say not "That man is a 50-year-old" [note also the hyphenation here] but "That is a 50-year-old man"; similarly, not …
pronunciation - Why is "one" pronounced as "wan", not "oh-ne ...
one and once are pronounced differently from the related words alone, only and atone. Stressed vowels often become diphthongs over time (Latin bona → Italian buona and Spanish buena ), …
difference - Which one is correct, "in the USA" or "in USA"?
Oct 18, 2016 · So, to answer the question, "Where was this car made?" (assuming the car was made in Detroit), one could say any of the following: It was made in the United States. It was …
Is "Jack of all trades, master of none" really just a part of a longer ...
Furthermore if, when one hears the phrase, one often thinks of the words which tend immediately to follow it: 'Master of none', it is worth remembering the saying in fullest version: 'Jack of all …
idioms - "On one hand" vs "on the one hand." - English Language ...
Mar 2, 2019 · Diachronically, one and an are cognate and semantically related; ān was adj. “one“ in OE (which didn't have the article). “ōn[e]” separated as a n./pron. with the sense of unity …
"One and the same" or "One in the same"? - English Language
Dec 14, 2010 · The correct usage is "One and the same". A good dictionary or phrase compilation will confirm this. "One and the same" is used for emphasis, especially when there are …
"One-to-one" vs. "one-on-one" - English Language & Usage Stack …
Apr 19, 2012 · You may use one-to-one when you can identify a source and a destination. For eg., a one-to-one email is one sent from a single person to another, i.e., no ccs or bccs. In …
relative pronouns - Which vs Which one - English Language …
The "one" could imply that of the alternates only ONE choice is possible, or permitted. "Which" alone could indicate several choices from the set of alterates could be selected in various …
Which is correct vs which one is correct? [duplicate]
Aug 11, 2019 · When using the word "which" is it necessary to still use "one" after asking a question or do "which" and "which one" have the same meaning? Where do you draw the line …
Is the possessive of "one" spelled "ones" or "one's"?
Indefinite pronouns like one and somebody: one's, somebody's. The possessive of the pronoun one is spelled one's. There are many types of pronouns. Unfortunately, people explaining the …
Which is it: "1½ years old" or "1½ year old"? [duplicate]
Feb 1, 2015 · It would come much more naturally to a native speaker to say not "That man is a 50-year-old" [note also the hyphenation here] but "That is a 50-year-old man"; similarly, not …
pronunciation - Why is "one" pronounced as "wan", not "oh-ne ...
one and once are pronounced differently from the related words alone, only and atone. Stressed vowels often become diphthongs over time (Latin bona → Italian buona and Spanish buena ), …
difference - Which one is correct, "in the USA" or "in USA"?
Oct 18, 2016 · So, to answer the question, "Where was this car made?" (assuming the car was made in Detroit), one could say any of the following: It was made in the United States. It was …
Is "Jack of all trades, master of none" really just a part of a longer ...
Furthermore if, when one hears the phrase, one often thinks of the words which tend immediately to follow it: 'Master of none', it is worth remembering the saying in fullest version: 'Jack of all …
idioms - "On one hand" vs "on the one hand." - English Language ...
Mar 2, 2019 · Diachronically, one and an are cognate and semantically related; ān was adj. “one“ in OE (which didn't have the article). “ōn[e]” separated as a n./pron. with the sense of unity …
"One and the same" or "One in the same"? - English Language
Dec 14, 2010 · The correct usage is "One and the same". A good dictionary or phrase compilation will confirm this. "One and the same" is used for emphasis, especially when there are …
