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008 210729t20082008nju fo d z eng d
020 _a9780691129907
_qprint
020 _a9781400828210
_qPDF
024 7 _a10.1515/9781400828210
_2doi
035 _a(DE-B1597)9781400828210
035 _a(DE-B1597)447018
035 _a(OCoLC)979578805
040 _aDE-B1597
_beng
_cDE-B1597
_erda
072 7 _aEDU016000
_2bisacsh
084 _aonline - DeGruyter
100 1 _aFinn, Chester E.
_eautore
245 1 0 _aTroublemaker :
_bA Personal History of School Reform since Sputnik /
_cChester E. Finn.
250 _aCourse Book
264 1 _aPrinceton, NJ :
_bPrinceton University Press,
_c[2008]
264 4 _c©2008
300 _a1 online resource (376 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 --
_tPart I. Early Days --
_tPart II. The Seventies --
_tPart III. The Eighties --
_tPart IV. The Nineties --
_tPart V. Today and Tomorrow --
_tEpilogue. Two Little Girls --
_tGlossary --
_tNotes --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aFew people have been more involved in shaping postwar U.S. education reforms--or dissented from some of them more effectively--than Chester Finn. Assistant secretary of education under Ronald Reagan, and an aide to politicians as different as Richard Nixon and Daniel Moynihan, Finn has also been a high school teacher, an education professor, a prolific and best-selling writer, a think-tank analyst, a nonprofit foundation president, and both a Democrat and Republican. This remarkably varied career has given him an extraordinary insider's view of every significant school-reform movement of the past four decades, from racial integration to No Child Left Behind. In Troublemaker, Finn has written a vivid history of postwar education reform that is also the personal story of one of the foremost players--and mavericks--in American education. Finn tells how his experiences have shaped his changing views of the three major strands of postwar school reform: standards-driven, choice-driven, and profession-driven. Of the three, Finn now believes that a combination of choice and standards has the greatest potential, but he favors this approach more on pragmatic than ideological grounds, arguing that parents should be given more options at the same time that schools are allowed more flexibility and held to higher performance norms. He also explains why education reforms of all kinds are so difficult to implement, and he draws valuable lessons from their frequent failure. Clear-eyed yet optimistic, Finn ultimately gives grounds for hope that the best of today's bold initiatives--from charter schools to technology to makeovers of school-system governance--are finally beginning to make a difference.
530 _aIssued also in print.
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 29. Jul 2021)
650 7 _aEDUCATION / History.
_2bisacsh
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.1515/9781400828210
856 4 0 _uhttps://www.degruyter.com/isbn/9781400828210
856 4 2 _3Cover
_uhttps://www.degruyter.com/cover/covers/9781400828210.jpg
942 _cEB
999 _c205707
_d205707