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Tinkering toward utopia : a century of public school reform

Author: David B Tyack; Larry Cuban
Publisher: Cambridge, Mass. : Harvard University Press, 1995.
Edition/Format:   Book : EnglishView all editions and formats
Database:WorldCat
Summary:
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  Read more...
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Genre/Form: History
Additional Physical Format: Online version:
Tyack, David B.
Tinkering toward utopia.
Cambridge, Mass. : Harvard University Press, 1995
(OCoLC)636335770
Document Type: Book
All Authors / Contributors: David B Tyack; Larry Cuban
ISBN: 0674892828 9780674892828 0674892836 9780674892835
OCLC Number: 31783052
Description: 184 pages : illustrations ; 25 cm
Contents: Prologue: Learning from the Past --
1. Progress or Regress? --
2. Policy Cycles and Institutional Trends --
3. How Schools Change Reforms --
4. Why the Grammar of Schooling Persists --
5. Reinventing Schooling --
Epilogue: Looking toward the Future.
Responsibility: David Tyack & Larry Cuban.

Abstract:

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.

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