High Expectations The Cultural Roots of Standards Reform in American Education

ISBN-10: 0807748749

ISBN-13: 9780807748749

Edition: 2008

Authors: William A. Proefriedt

List price: $43.95
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Description:

This fascinating historical account sheds much-needed light on the ideas and assumptions of the current standards and accountability movement by focusing on essential questions in education: Who is to be educated? What knowledge is of most worth? How shall we teach and how do students learn? And education toward what ends? The author then compares and contrasts how present reformers have answered these questions and how educational thinkers, including Emerson, Du Bois, and Dewey, have addressed them. By placing todays reforms in historical perspective, educators will be better able to respond thoughtfully to current educational policies and practices. Providing a thorough understanding and critique of todays standards movement, this book shows how the strengths and weaknesses of the present reform movement are rooted in a set of American cultural beliefs about individual possibility and responsibility, about opportunity and merit, and about the role of schooling in creating social change, argues that schools are not the only institution in our society that should be held responsible for the failure to close the achievement gap, encourages educators to step outside of their day-to-day practice to see that there are other ways of doing schooling based on our past, and offers new paths that reformers can try to address issues such as curriculum, approaches to learning, testing, and school finance practices
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Book details

List price: $43.95
Copyright year: 2008
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 7/1/2008
Binding: Paperback
Pages: 208
Size: 6.00" wide x 9.00" long x 0.50" tall
Weight: 0.638

Foreword
Introduction
Four Fundamental Questions
Three Underlying Assumptions
Market Street and Monticello
Origins No Longer Matter
Different Purposes, Different Knowledge
How We Learn: Open-Mindedness
Who Is to Be Educated?
Jefferson's Dream and Ours
Different Times, Different Purposes
Who Is Left Out? Progress and Persistence
Founding Schools, Creating a Culture
A Theology for Schools
Schooling Will Save Us: Then and Now
Blind to the Needs of Those We Teach
Shaping a More Compassionate America
Learning from Our History
Sailing on the Pequod: Horace Mann
Fighting Immorality and Social Anarchy
From a "Common Faith" to a "Higher Purpose"
Individualism Amended
Sailing Alone in a Smaller Craft: Emerson
We Are the Children of Mann
Blindness and Understanding: Washington and Du Bois
Denying Reality
Selling Our Souls in the Marketplace
Invisible Man: Performance and Manipulation
Ignoring Du Bois: Then and Now
Finding Ourselves: A Different Path
Du Bois's Despair: No Easy Answers
Inquiry, Not Recipes: John Dewey
Rethinking American Individualism
Questioning What Knowledge Is of Most Worth
The Quality of the Learning Experience
Questioning Our Educational Aims
The Influence of John Dewey
Excellence and Opportunity in a Time of National Needs
Seizing the Democratic High Ground: Arthur Bestor
Study Hard or Live on the Fringes: Hyman Rickover
Excellence and Equality, Too: James Bryant Conant
Toning Up a Whole Society: John Gardner
Helping the Poor, Helping the Nation: Francis Keppel
American Nightmare/American Dream
Refusing the Pill
The Attack on the Schools: A Marxist Critique
The Schools Join the Revolution
Restoring the Dream: A Can-Do Attitude
High Expectations in Historical Perspective
A Political Consensus on Standards Reform
Extending the Language of American Individualism
American Individualism and Self-Deception
The Outsider in the Locker Room
Thinking Differently About Some Old Educational Questions
Appendix
Web Sites
Critical Writings
References
Index
About the Author
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