跳至内容
The imprint of business norms on American education 線上預覽
關閉線上預覽
正在查...

The imprint of business norms on American education

作者: Dameon Alexander
出版商: Amherst, New York : Cambria Press, ©2011.
版本/格式:   打印圖書 : 英語所有版本和格式的總覽
資料庫:WorldCat
提要:
American education is at a critical juncture because the traditional skills taught in schools and universities might no longer be valid to prepare students for a global economy. This is a prevailing argument in the education reform debate. Corporations are now being turned to for the solution. Regarding western educational discourse, transitional periods in education extend as far back as the Middle Ages in Europe.  再讀一些...
評定級別:

依據 2 評分 2 附有評論

主題
更多類似這樣的

 

在圖書館查詢

&AllPage.SpinnerRetrieving; 正在查詢有此資料的圖書館...

詳細書目

文件類型 圖書
所有的作者/貢獻者: Dameon Alexander
ISBN: 9781604977943 1604977949
OCLC系統控制編碼: 761369427
描述: xiii, 274 pages : illustrations ; 24 cm
内容: Part I Building a Theory --
Chapter 1: Initial Thoughts --
The Premise --
What Is the Imprint? --
Democracy: A Diminishing Concept --
Chapter 2: Knowledge Is Meaningful --
Knowledge Is Free, Too --
Two Autonomies --
Knowable Social World --
Chapter 3: A Historical Trend --
The Mania of Business in Education --
Sociological Concerns --
Chapter 4: Out With the Old --
Knowledge Is Ancient History --
Catholic Education and the Jesuits --
Chapter 5: In With the New --
Corporate Rationale --
Pedagogy, in Executive Hands? --
Educational Investments: Power in Action --
Essential Problems --
Chapter 6: Theoretical Crux --
Ideological Power --
Axiomatic Processes: Production and Education --
Theoretical Tribute to Basil Bernstein --
Theory Behind Motivations --
Critical Thinking: An Educational Model --
Part II Shuffling Through the Data --
Intersection --
Chapter 7: Statistical Motivation --
Questionnaire Analysis --
Quantitative Inferences --
Chapter 8: Visible Intervention --
Qualitative Discovery --
Discernable Norms --
Organization of Knowledge --
Chapter 9: Invisible Intervention --
Qualitative Confirmation --
Company X --
Tacit Effects --
Part III Connecting the Dots --
Closing --
Chapter 10: What’s the Point? --
Reshaping Power Relations --
Impact on Critical Thinking --
The Connection to Knowledge --
Implications for Knowledge --
Synthesis --
Chapter 11: Final Thoughts --
The Reality --
Appendix A: Cognitive Norms—Educational Model --
Appendix B: Company X—Corporate Values Framework --
Appendix C --
Realism Versus Relativism --
Research Design Strategy --
Case Study Research: Strengthening Its Weaknesses --
Site for Scientific Discovery
責任: Dameon V. Alexander.

摘要:

American education is at a critical juncture because the traditional skills taught in schools and universities might no longer be valid to prepare students for a global economy. This is a prevailing argument in the education reform debate. Corporations are now being turned to for the solution. Regarding western educational discourse, transitional periods in education extend as far back as the Middle Ages in Europe. In America, since the turn of the century there has been an underpinning influence on education: the role of business. Yet, how often do we hold businesses accountable for their contributions to education? Business and education alliances can greatly benefit the system on both the K-12 and university levels. However, if the work that education is supposed to accomplish is underestimated and the plight of education is handed blindly over to a corporate paradigm, there might be more harm done than good. For some, it might seem unsavory that education has turned into a profitable business. For others, it is a dream come true. Although several scholars have analyzed the correspondence between education and the economy, few have examined it using a British pedagogical framework combined with an economic typology of power. The goal of this book is to explore the existence of certain capitalist realities in the American education system to find a balance between the distinct ideologies of education and business. This book is a theory-building exercise that centers on a descriptive multiple-case study of two senior high schools: a private, Jesuit school with a mission to educate students for university disciplines and a public charter school designed for career preparation, both located in Washington, D.C. A combination of survey, dialogic, observational, and documentary techniques was employed in a multi-methodological approach. This enterprise draws on Basil Bernstein's pedagogical theory of symbolic educational knowledge codes while attempting to fill a gap in its theoretical apparatus. The endeavor highlights some effects of alliances between business and education, while exploring concepts of power, critical thinking, and knowledge. A realist theoretical lens is a key component in this study where business norms are conceptualized as a social entity ontologically effectual to educational processes. Traditional forms of education are revealed to be in competition with alternative forms of education, where the high-technology age is perceived as a contributor to educational change. One of the unique analyses drawn from the research fieldwork elucidates differences between a religious paradigm and a careerist pedagogical approach. Ultimately, three contextual themes emerge from the data: entrepreneur ethics, social skills, and technology; all of these are indications of how business mores are apparent in education. The salient theme in this endeavor is the control of knowledge by institutions and/or individuals. The Imprint of Business Norms on American Education is an important book for social entrepreneurs, education reformers, education and sociological studies. -- Provided by publisher.

評論

讀者提供的評論

WorldCat讀者評論 (2)

A Must Read for Our Current Challenges

評論者是 PWigginsCPA (WorldCat讀者所發佈的 2012-06-12) 優秀 Permalink

'The Imprint' provides a critical analysis of the influences of business on the educational system. Specifically, Alexander acutely builds an argument that the structures and processes of business & management have affected and will continue to affect the outcomes of learning....
再讀一些...  再讀一些...

  • 1 ,最高是 1 人們覺得此評論很有用。你覺得是有否幫助? 
  •   

The risk of an assembly line approach to education

評論者是 DrTonyAnderson (WorldCat讀者所發佈的 2012-06-11) 優秀 Permalink

What is the purpose of education? If you believe that one of the many answers to this question is to get a job, then this book is an important read. Numerous reports have...
再讀一些...  再讀一些...

  • 2 ,最高是 2 人們覺得此評論很有用。你覺得是有否幫助? 
  •   
正在擷取GoodReads評論...
正在擷取DOGObooks的評論

標籤

所有的讀者標籤 (5)

檢視最熱門的標籤,呈現的形式是: 標籤我的最愛清單 | 標籤雲(tag cloud)

確認申請

你可能已經申請過這份資料。若還是想申請,請選確認。

連結資料


Primary Entity

<http://www.worldcat.org/oclc/761369427> # The imprint of business norms on American education
    a schema:Book, schema:CreativeWork ;
   library:oclcnum "761369427" ;
   library:placeOfPublication <http://id.loc.gov/vocabulary/countries/nyu> ;
   library:placeOfPublication <http://experiment.worldcat.org/entity/work/data/1044593320#Place/amherst_new_york> ; # Amherst, New York
   schema:about <http://id.loc.gov/authorities/subjects/sh2008102663> ; # Education--Aims and objectives--United States
   schema:about <http://id.worldcat.org/fast/902507> ; # Education--Aims and objectives
   schema:about <http://id.loc.gov/authorities/subjects/sh2007102239> ; # Business and education--United States
   schema:about <http://id.loc.gov/authorities/subjects/sh2010108453> ; # Privatization in education--United States
   schema:about <http://dewey.info/class/371.195/e23/> ;
   schema:about <http://id.worldcat.org/fast/1204155> ; # United States.
   schema:about <http://id.worldcat.org/fast/1077670> ; # Privatization in education
   schema:about <http://id.worldcat.org/fast/1429992> ; # Business and education
   schema:bookFormat bgn:PrintBook ;
   schema:copyrightYear "2011" ;
   schema:creator <http://viaf.org/viaf/220922663> ; # Dameon Alexander
   schema:datePublished "2011" ;
   schema:description "American education is at a critical juncture because the traditional skills taught in schools and universities might no longer be valid to prepare students for a global economy. This is a prevailing argument in the education reform debate. Corporations are now being turned to for the solution. Regarding western educational discourse, transitional periods in education extend as far back as the Middle Ages in Europe. In America, since the turn of the century there has been an underpinning influence on education: the role of business. Yet, how often do we hold businesses accountable for their contributions to education? Business and education alliances can greatly benefit the system on both the K-12 and university levels. However, if the work that education is supposed to accomplish is underestimated and the plight of education is handed blindly over to a corporate paradigm, there might be more harm done than good. For some, it might seem unsavory that education has turned into a profitable business. For others, it is a dream come true. Although several scholars have analyzed the correspondence between education and the economy, few have examined it using a British pedagogical framework combined with an economic typology of power. The goal of this book is to explore the existence of certain capitalist realities in the American education system to find a balance between the distinct ideologies of education and business. This book is a theory-building exercise that centers on a descriptive multiple-case study of two senior high schools: a private, Jesuit school with a mission to educate students for university disciplines and a public charter school designed for career preparation, both located in Washington, D.C. A combination of survey, dialogic, observational, and documentary techniques was employed in a multi-methodological approach. This enterprise draws on Basil Bernstein's pedagogical theory of symbolic educational knowledge codes while attempting to fill a gap in its theoretical apparatus. The endeavor highlights some effects of alliances between business and education, while exploring concepts of power, critical thinking, and knowledge. A realist theoretical lens is a key component in this study where business norms are conceptualized as a social entity ontologically effectual to educational processes. Traditional forms of education are revealed to be in competition with alternative forms of education, where the high-technology age is perceived as a contributor to educational change. One of the unique analyses drawn from the research fieldwork elucidates differences between a religious paradigm and a careerist pedagogical approach. Ultimately, three contextual themes emerge from the data: entrepreneur ethics, social skills, and technology; all of these are indications of how business mores are apparent in education. The salient theme in this endeavor is the control of knowledge by institutions and/or individuals. The Imprint of Business Norms on American Education is an important book for social entrepreneurs, education reformers, education and sociological studies. -- Provided by publisher."@en ;
   schema:description "Part I Building a Theory -- Chapter 1: Initial Thoughts -- The Premise -- What Is the Imprint? -- Democracy: A Diminishing Concept -- Chapter 2: Knowledge Is Meaningful -- Knowledge Is Free, Too -- Two Autonomies -- Knowable Social World -- Chapter 3: A Historical Trend -- The Mania of Business in Education -- Sociological Concerns -- Chapter 4: Out With the Old -- Knowledge Is Ancient History -- Catholic Education and the Jesuits -- Chapter 5: In With the New -- Corporate Rationale -- Pedagogy, in Executive Hands? -- Educational Investments: Power in Action -- Essential Problems -- Chapter 6: Theoretical Crux -- Ideological Power -- Axiomatic Processes: Production and Education -- Theoretical Tribute to Basil Bernstein -- Theory Behind Motivations -- Critical Thinking: An Educational Model -- Part II Shuffling Through the Data -- Intersection -- Chapter 7: Statistical Motivation -- Questionnaire Analysis -- Quantitative Inferences -- Chapter 8: Visible Intervention -- Qualitative Discovery -- Discernable Norms -- Organization of Knowledge -- Chapter 9: Invisible Intervention -- Qualitative Confirmation -- Company X -- Tacit Effects -- Part III Connecting the Dots -- Closing -- Chapter 10: What’s the Point? -- Reshaping Power Relations -- Impact on Critical Thinking -- The Connection to Knowledge -- Implications for Knowledge -- Synthesis -- Chapter 11: Final Thoughts -- The Reality -- Appendix A: Cognitive Norms—Educational Model -- Appendix B: Company X—Corporate Values Framework -- Appendix C -- Realism Versus Relativism -- Research Design Strategy -- Case Study Research: Strengthening Its Weaknesses -- Site for Scientific Discovery"@en ;
   schema:exampleOfWork <http://worldcat.org/entity/work/id/1044593320> ;
   schema:inLanguage "en" ;
   schema:name "The imprint of business norms on American education"@en ;
   schema:productID "761369427" ;
   schema:publication <http://www.worldcat.org/title/-/oclc/761369427#PublicationEvent/amherst_new_york_cambria_press_c2011> ;
   schema:publisher <http://experiment.worldcat.org/entity/work/data/1044593320#Agent/cambria_press> ; # Cambria Press
   schema:workExample <http://worldcat.org/isbn/9781604977943> ;
   wdrs:describedby <http://www.worldcat.org/title/-/oclc/761369427> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/1044593320#Place/amherst_new_york> # Amherst, New York
    a schema:Place ;
   schema:name "Amherst, New York" ;
    .

<http://id.loc.gov/authorities/subjects/sh2007102239> # Business and education--United States
    a schema:Intangible ;
   schema:name "Business and education--United States"@en ;
    .

<http://id.loc.gov/authorities/subjects/sh2008102663> # Education--Aims and objectives--United States
    a schema:Intangible ;
   schema:name "Education--Aims and objectives--United States"@en ;
    .

<http://id.loc.gov/authorities/subjects/sh2010108453> # Privatization in education--United States
    a schema:Intangible ;
   schema:name "Privatization in education--United States"@en ;
    .

<http://id.worldcat.org/fast/1077670> # Privatization in education
    a schema:Intangible ;
   schema:name "Privatization in education"@en ;
    .

<http://id.worldcat.org/fast/1204155> # United States.
    a schema:Place ;
   schema:name "United States." ;
    .

<http://id.worldcat.org/fast/1429992> # Business and education
    a schema:Intangible ;
   schema:name "Business and education"@en ;
    .

<http://id.worldcat.org/fast/902507> # Education--Aims and objectives
    a schema:Intangible ;
   schema:name "Education--Aims and objectives"@en ;
    .

<http://viaf.org/viaf/220922663> # Dameon Alexander
    a schema:Person ;
   schema:familyName "Alexander" ;
   schema:givenName "Dameon" ;
   schema:name "Dameon Alexander" ;
    .

<http://worldcat.org/isbn/9781604977943>
    a schema:ProductModel ;
   schema:isbn "1604977949" ;
   schema:isbn "9781604977943" ;
    .


Content-negotiable representations

關閉視窗

請登入WorldCat 

没有帳號嗎?你可很容易的 建立免費的帳號.