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Mattis 205 $a1st repr.ed. 210 $aNew York [etc.]$cHarper & Row$d1965 610 0 $aProprietà magnetiche 676 $a538.3 700 1$aMattis,$bDaniel Charles$f<1932- >$048817 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001031810403321 952 $a29A-026$b14716$fFI1 952 $a29A-026.001$b6622$fFI1 959 $aFI1 996 $aTheory of Magnetism$9339133 997 $aUNINA LEADER 01456nam0 22003371i 450 001 RML0270735 005 20231121125725.0 100 $a20121121d1992 ||||0itac50 ba 101 | $aita$alat 102 $ait 181 1$6z01$ai $bxxxe 182 1$6z01$an 200 1 $a˜Lo œstatuto di Marsciano del 1531$fa cura di Gina Scentoni$gpresentazione di Francesco Cavallucci 210 $aSpoleto $cCentro italiano di studi sull'alto Medioevo $d1992 215 $aLXIV, 211 p.$d22 cm 225 | $aQuaderni del Centro per il collegamento degli studi medievali e umanistici in Umbria $v26 410 0$1001RML0332002$12001 $aQuaderni del Centro per il collegamento degli studi medievali e umanistici in Umbria $v26 606 $aMarsciano$xStatuti$x1531$2FIR$3RMLC407249$9I 676 $a945.651$9STORIA. 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[195]-242) and index. 327 $tFrontmatter -- $tCONTENTS -- $tIntroduction: Business and School Reform -- $t1 The Logic of the Reforms -- $t2 How the Reforms Have Changed Schools -- $t3 Why Schools Have Adopted the Reforms -- $t4 Limits to Business Influence -- $t5 Are Public Schools like Businesses? -- $t6 Has Business Influence Improved Schools? -- $tNotes -- $tAcknowledgments -- $tIndex 330 $a"Ford Motor Company would not have survived the competition had it not been for an emphasis on results. We must view education the same way," the U.S. Secretary of Education declared in 2003. But is he right? In this provocative new book, Larry Cuban takes aim at the alluring cliché that schools should be more businesslike, and shows that in its long history in business-minded America, no one has shown that a business model can be successfully applied to education. In this straight-talking book, one of the most distinguished scholars in education charts the Gilded Age beginnings of the influential view that American schools should be organized to meet the needs of American businesses, and run according to principles of cost-efficiency, bottom-line thinking, and customer satisfaction. Not only are schools by their nature not businesslike, Cuban argues, but the attempt to run them along business lines leads to dangerous over-standardization--of tests, and of goals for our children. Why should we think that there is such a thing as one best school? Is "college for all" achievable--or even desirable? Even if it were possible, do we really want schools to operate as bootcamps for a workforce? Cuban suggests that the best business-inspired improvement for American education would be more consistent and sustained on-the-job worker training, tailored for the job to be done, and business leaders' encouragement--and adoption--of an ethic of civic engagement and public service. 606 $aBusiness and education$zUnited States 606 $aPublic schools$zUnited States 606 $aEducational change$zUnited States 615 0$aBusiness and education 615 0$aPublic schools 615 0$aEducational change 676 $a371.19/5 700 $aCuban$b Larry$01807593 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910974602203321 996 $aThe blackboard and the bottom line$94357409 997 $aUNINA