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Redesigning American education

Author: James S Coleman
Publisher: Boulder, Colo. : Westview Press, 1997.
Edition/Format:   Book : EnglishView all editions and formats
Database:WorldCat
Summary:
Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and parents. Asserting that most American school systems are driven by  Read more...
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Additional Physical Format: Online version:
Redesigning American education.
Boulder, Colo. : Westview Press, 1997
(OCoLC)605086932
Document Type: Book
All Authors / Contributors: James S Coleman
ISBN: 0813324955 9780813324951
OCLC Number: 36915783
Description: xii, 175 pages : illustrations ; 24 cm
Contents: Incentives for reforming schools / Barbara Schneider --
Output-driven schools : principles of design / James S. Coleman --
A comparison of 1980 and 1990 sophomore mathematics achievement / Huayin Wang, Kathryn S. Schiller, and Stephen Plank --
Academic press, sense of community, and student achievement / Roger Shouse --
Reconsidering roles and incentives in schools / Stephen Plank, Huayin Wang, and Barbara Schneider --
External examinations as an incentive system / Kathryn S. Schiller --
Prognosis for reform : lessons from an output-driven educational system / Barbara Schneider.
Responsibility: James S. Coleman [and others].
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Abstract:

Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and parents. Asserting that most American school systems are driven by administrative needs, the authors propose school designs that would shift the focus to student achievement output as the driving force behind public education.

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