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The Same Thing Over and Over : How School Reformers Get Stuck in Yesterday's Ideas / Frederick M. Hess.

By: Material type: TextTextPublisher: Cambridge, MA : Harvard University Press, [2011]Copyright date: 2010Description: 1 online resource (302 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9780674058859
Subject(s): DDC classification:
  • 371.2070973
Other classification:
  • online - DeGruyter
Online resources:
Contents:
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
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780674058859

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 online access with authorization star

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.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 26. Aug 2024)