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001			189451
003			IT-RoAPU
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008			240826t20092007mau fo d z eng d
020			_a9780674030091 _qPDF
024	7		_a10.4159/9780674030091 _2doi
035			_a(DE-B1597)9780674030091
035			_a(DE-B1597)584949
035			_a(OCoLC)1322125294
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aLC1085.2 ǂb C83 2004eb
072		7	_aEDU034000 _2bisacsh
082	0	4	_a371.1950973
084			_aonline - DeGruyter
100	1		_aCuban, Larry _eautore
245	1	4	_aThe Blackboard and the Bottom Line : _bWhy Schools Can't Be Businesses / _cLarry Cuban.
264		1	_aCambridge, MA : _bHarvard University Press, _c[2009]
264		4	_c2007
300			_a1 online resource (272 p.)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0	0	_tFrontmatter -- _tCONTENTS -- _tIntroduction: Business and School Reform -- _t1 The Logic of the Reforms -- _t2 How the Reforms Have Changed Schools -- _t3 Why Schools Have Adopted the Reforms -- _t4 Limits to Business Influence -- _t5 Are Public Schools like Businesses? -- _t6 Has Business Influence Improved Schools? -- _tNotes -- _tAcknowledgments -- _tIndex
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_a"Ford Motor Company would not have survived the competition had it not been for an emphasis on results. We must view education the same way," the U.S. Secretary of Education declared in 2003. But is he right? In this provocative new book, Larry Cuban takes aim at the alluring cliché that schools should be more businesslike, and shows that in its long history in business-minded America, no one has shown that a business model can be successfully applied to education.In this straight-talking book, one of the most distinguished scholars in education charts the Gilded Age beginnings of the influential view that American schools should be organized to meet the needs of American businesses, and run according to principles of cost-efficiency, bottom-line thinking, and customer satisfaction.Not only are schools by their nature not businesslike, Cuban argues, but the attempt to run them along business lines leads to dangerous over-standardization--of tests, and of goals for our children. Why should we think that there is such a thing as one best school? Is "college for all" achievable--or even desirable? Even if it were possible, do we really want schools to operate as bootcamps for a workforce? Cuban suggests that the best business-inspired improvement for American education would be more consistent and sustained on-the-job worker training, tailored for the job to be done, and business leaders' encouragement--and adoption--of an ethic of civic engagement and public service.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 26. Aug 2024)
650		0	_aBusiness and education _xUnited States.
650		0	_aBusiness and education _zUnited States.
650		0	_aEducational change _xUnited States.
650		0	_aEducational change _zUnited States.
650		0	_aEnseignement _xRéforme _xÉtats-Unis _xUnited States _xÉtats-Unis _xUSA.
650		0	_aIndustrie et éducation _xÉtats-Unis.
650		0	_aPublic schools _xUnited States.
650		0	_aPublic schools _zUnited States.
650		0	_aÉcoles publiques _xÉtats-Unis.
650		7	_aEDUCATION / Educational Policy & Reform / General. _2bisacsh
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.4159/9780674030091
856	4	0	_uhttps://www.degruyter.com/isbn/9780674030091
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9780674030091/original
942			_cEB
999			_c189451 _d189451