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001			189601
003			IT-RoAPU
005			20221214232446.0
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007			cr || ||||||||
008			220131t20222007mau fo d z eng d
020			_a9780674037984 _qPDF
024	7		_a10.4159/9780674037984 _2doi
035			_a(DE-B1597)9780674037984
035			_a(DE-B1597)574424
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aLC66 ǂb G78 2004eb
072		7	_aEDU034000 _2bisacsh
082	0	4	_a338.4/737
084			_aonline - DeGruyter
100	1		_aGrubb, W. Norton _eautore
245	1	4	_aThe Education Gospel : _bThe Economic Power of Schooling / _cMarvin Lazerson, W. Norton Grubb.
264		1	_aCambridge, MA : _bHarvard University Press, _c[2022]
264		4	_c©2007
300			_a1 online resource (334 p.)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0	0	_tFrontmatter -- _tContents -- _tPreface -- _tIntroduction: Believers and Dissenters -- _t1. Transforming the High School -- _t2. Professionalism in Higher Education -- _t3. Dilemmas of the Community College -- _t4. Second Chances inJob Training and Adult Education -- _t5. The American Approach to Vocationalism -- _t6. The Public and Private Benefits of Schooling -- _t7. The Ambiguities of Separating Schooling and Work -- _t8. The Evolution of Inequality -- _t9. Vocationalism and the Education Gospel in the Twenty-First Century -- _tNotes -- _tReferences -- _tIndex
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aIn this hard-hitting history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of the longstanding American faith that more schooling for more people is the remedy for all our social and economic problems--and that the central purpose of education is workplace preparation. But do increasing levels of education accurately represent the demands of today's jobs? Grubb and Lazerson argue that the abilities developed in schools and universities and the competencies required in work are often mismatched--since many Americans are under-educated for serious work while at least a third are over-educated for the jobs they hold. The ongoing race for personal advancement and the focus on worker preparation have squeezed out civic education and learning for its own sake. Paradoxically, the focus on schooling as a mechanism of equity has reinforced social inequality. The challenge now, the authors show, is to create environments for learning that incorporate both economic and civic goals, and to prevent the further descent of education into a preoccupation with narrow work skills and empty credentials.
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 31. Jan 2022)
650		7	_aEDUCATION / Educational Policy & Reform / General. _2bisacsh
700	1		_aLazerson, Marvin _eautore
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.4159/9780674037984?locatt=mode:legacy
856	4	0	_uhttps://www.degruyter.com/isbn/9780674037984
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9780674037984/original
942			_cEB
999			_c189601 _d189601