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001 189971
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008 220302t20221997mau fo d z eng d
020 _a9780674044524
_qPDF
024 7 _a10.4159/9780674044524
_2doi
035 _a(DE-B1597)9780674044524
035 _a(DE-B1597)583430
040 _aDE-B1597
_beng
_cDE-B1597
_erda
050 4 _aLA216
_b.T92 1995
072 7 _aEDU034000
_2bisacsh
082 0 4 _a371/.01/097309
_220
084 _aonline - DeGruyter
100 1 _aTyack, David B.
_eautore
245 1 0 _aTinkering toward Utopia :
_bA Century of Public School Reform /
_cDavid B. Tyack, Larry Cuban.
264 1 _aCambridge, MA :
_bHarvard University Press,
_c[2022]
264 4 _c©1997
300 _a1 online resource (192 p.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 0 _tFrontmatter --
_tContents --
_tPrologue: Learning from the Past --
_t1. Progress or Regress? --
_t2. Policy Cycles and Institutional Trends --
_t3. How Schools Change Reforms --
_t4. Why the Grammar of Schooling Persists --
_t5. Reinventing Schooling --
_tEpilogue: Looking toward the Future --
_tNotes --
_tAcknowledgments --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aFor 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.
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 02. Mrz 2022)
650 0 _aEducation and state
_xUnited States.
650 0 _aEducation and state
_zUnited States.
650 0 _aEducation
_xPolitical aspects
_xUnited States.
650 0 _aEducation
_xPolitical aspects
_zUnited States.
650 0 _aEducation
_xSocial aspects
_xUnited States.
650 0 _aEducation
_xSocial aspects
_zUnited States.
650 0 _aEducational change
_xHistory
_x19th century
_xUnited States.
650 0 _aEducational change
_xHistory
_x20th century
_xUnited States.
650 0 _aEducational change
_zUnited States
_xHistory
_y19th century.
650 0 _aEducational change
_zUnited States
_xHistory
_y20th century.
650 0 _aEnseignement
_xRéforme
_xHistoire
_x19e siècle
_xÉtats-Unis.
650 0 _aEnseignement
_xRéforme
_xHistoire
_x20e siècle
_xÉtats-Unis.
650 0 _aÉducation
_xAspect politique
_xÉtats-Unis
_xUnited States.
650 0 _aÉducation
_xAspect social
_xÉtats-Unis.
650 0 _aÉducation
_xPolitique gouvernementale
_xÉtats-Unis.
650 7 _aEDUCATION / Educational Policy & Reform / General.
_2bisacsh
700 1 _aCuban, Larry
_eautore
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.4159/9780674044524?locatt=mode:legacy
856 4 0 _uhttps://www.degruyter.com/isbn/9780674044524
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9780674044524/original
942 _cEB
999 _c189971
_d189971