The Same Thing Over and Over : How School Reformers Get Stuck in Yesterday's Ideas /
Hess, Frederick M.
The Same Thing Over and Over : How School Reformers Get Stuck in Yesterday's Ideas / Frederick M. Hess. - 1 online resource (302 p.)
Frontmatter -- Contents -- Preface -- 1. Ideas Equal to Our Ambitions -- 2. The American Education Tradition -- 3. The Long View -- 4. The Common Schoolers and the Push for Uniformity -- 5. The Progressives and the Quest for Universality -- 6. Teachers and Teaching -- 7. Some Reassembly Required -- 8. Finding a New Path -- Epilogue: A Few Thoughts on Making This Work -- Notes -- Acknowledgments -- Index
restricted access http://purl.org/coar/access_right/c_16ec
Hess argues that in the current disputes over education reform, virtually all vocal parties-- from teachers' unions and ed schools on the left, to the charter school or testing enthusiasts on the right-- accept without questioning the features and structures of schools that were established in the late 19th century. Under this approach, the long-standing assumption is that all schools need to be standardized in their curricula, that all students enroll in uniform schools, and that all schools be organized on the one-teacher-per-age-defined classroom. Provocatively, Hess states that these Left-Right disputes are standing in the way of actual progress and that everything from pedagogical techniques, curricular variability, and the structure of the teaching profession needs to be rethought given 21st century economic realities.
Mode of access: Internet via World Wide Web.
In English.
9780674058859
10.4159/9780674058859 doi
Education--Aims and objectives--United States.
Education--Evaluation.--United States
Educational change--United States.
Public schools--United States.
School improvement programs--United States.
EDUCATION / Educational Policy & Reform / General.
371.2070973
The Same Thing Over and Over : How School Reformers Get Stuck in Yesterday's Ideas / Frederick M. Hess. - 1 online resource (302 p.)
Frontmatter -- Contents -- Preface -- 1. Ideas Equal to Our Ambitions -- 2. The American Education Tradition -- 3. The Long View -- 4. The Common Schoolers and the Push for Uniformity -- 5. The Progressives and the Quest for Universality -- 6. Teachers and Teaching -- 7. Some Reassembly Required -- 8. Finding a New Path -- Epilogue: A Few Thoughts on Making This Work -- Notes -- Acknowledgments -- Index
restricted access http://purl.org/coar/access_right/c_16ec
Hess argues that in the current disputes over education reform, virtually all vocal parties-- from teachers' unions and ed schools on the left, to the charter school or testing enthusiasts on the right-- accept without questioning the features and structures of schools that were established in the late 19th century. Under this approach, the long-standing assumption is that all schools need to be standardized in their curricula, that all students enroll in uniform schools, and that all schools be organized on the one-teacher-per-age-defined classroom. Provocatively, Hess states that these Left-Right disputes are standing in the way of actual progress and that everything from pedagogical techniques, curricular variability, and the structure of the teaching profession needs to be rethought given 21st century economic realities.
Mode of access: Internet via World Wide Web.
In English.
9780674058859
10.4159/9780674058859 doi
Education--Aims and objectives--United States.
Education--Evaluation.--United States
Educational change--United States.
Public schools--United States.
School improvement programs--United States.
EDUCATION / Educational Policy & Reform / General.
371.2070973