LEADER 03705nam 2200625Ia 450 001 9910455656903321 005 20200520144314.0 010 $a0-674-04452-5 035 $a(CKB)1000000000787150 035 $a(StDuBDS)AH23050928 035 $a(SSID)ssj0000259604 035 $a(PQKBManifestationID)11210884 035 $a(PQKBTitleCode)TC0000259604 035 $a(PQKBWorkID)10186851 035 $a(PQKB)11209687 035 $a(MiAaPQ)EBC3300410 035 $a(Au-PeEL)EBL3300410 035 $a(CaPaEBR)ebr10318402 035 $a(OCoLC)923111178 035 $a(EXLCZ)991000000000787150 100 $a19941215d1995 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTinkering toward utopia$b[electronic resource] $ea century of public school reform /$fDavid Tyack & Larry Cuban 210 $aCambridge, MA $cHarvard University Press$d1995 215 $a1 online resource (192p. )$cill 300 $aOriginally published: 1995. 311 $a0-674-89283-6 320 $aIncludes bibliographical references (p. [145]-176) and index. 327 $aPrologue: 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 Notes Acknowledgments Index 330 8 $aTinkering Toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices$bFor over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. 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. 606 $aEducational change$zUnited States$xHistory$y19th century 606 $aEducational change$zUnited States$xHistory$y20th century 606 $aEducation$xSocial aspects$zUnited States 606 $aEducation and state$zUnited States 606 $aEducation$xPolitical aspects$zUnited States 608 $aElectronic books. 615 0$aEducational change$xHistory 615 0$aEducational change$xHistory 615 0$aEducation$xSocial aspects 615 0$aEducation and state 615 0$aEducation$xPolitical aspects 676 $a371.0109730904 700 $aTyack$b David B$0899022 701 $aCuban$b Larry$0879641 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455656903321 996 $aTinkering toward utopia$92008639 997 $aUNINA