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The Allure of order : = high hopes, ...

Mehta, Jal.

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The Allure of order : = high hopes, dashed expectations, and the troubled quest to remake American schooling /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The Allure of order :/ Jal Mehta.
其他題名:	high hopes, dashed expectations, and the troubled quest to remake American schooling /
作者:	Mehta, Jal.
出版者:	New York :Oxford University Press, : 2013.,
面頁冊數:	viii, 396 p. :ill. ;25 cm.
標題:	Public schools - United States. -
ISBN:	9780199942060 (hbk.) :

The Allure of order : = high hopes, dashed expectations, and the troubled quest to remake American schooling /
Mehta, Jal.

The Allure of order :high hopes, dashed expectations, and the troubled quest to remake American schooling /Jal Mehta. - New York :Oxford University Press,2013. - viii, 396 p. :ill. ;25 cm. - Studies in postwar American political development. - Oxford studies in postwar American political development..

Includes bibliographical references (pages 355-376) and index.

The allure of order: rationalizing schools from the progressive to the present --

"Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come"--

ISBN: 9780199942060 (hbk.) :US29.95

LCCN: 2012046809Subjects--Topical Terms:

527592
Public schools
--United States.

LC Class. No.: LA217.2 / .M436 2013

Dewey Class. No.: 371.010973

The Allure of order : = high hopes, dashed expectations, and the troubled quest to remake American schooling /
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245 1 0 $a The Allure of order : $b high hopes, dashed expectations, and the troubled quest to remake American schooling / $c Jal Mehta.
260 # $a New York : $b Oxford University Press, $c 2013.
300 $a viii, 396 p. : $b ill. ; $c 25 cm.
490 1 0 $a Studies in postwar American political development
504 $a Includes bibliographical references (pages 355-376) and index.
505 0 # $t The allure of order: rationalizing schools from the progressive to the present -- $t The cultural struggle for control over schooling : the power of ideas and the weakness of the educational field -- $t Taking control from above : the rationalization of schooling in the progressive era -- $t The forgotten standards movement : the coleman report, the defense department, and a nascent push for educational accountability -- $t Setting the problem: the deep roots and long shadows of a nation at risk -- $t A "semi-profession" in an era of accountability -- $t E pluribus unum : how standards and accountability became king -- $t The transformation of federal policy : ideas and the triumph of accountability politics -- $t Rationalizing schools : patterns, ironies, contradictions -- $t Beyond rationalization : inverting the pyramid, remaking the educational sector.
520 # $a "Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come"-- $c Provided by publisher.
520 # $a "In The Allure of Order, Jal Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. This book boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come"-- $c Provided by publisher.
650 # 0 $a Public schools $z United States. $3 527592
650 # 0 $a Educational change $z United States. $3 524902
650 # 0 $a Education and state $z United States. $3 526853
830 0 $a Oxford studies in postwar American political development. $3 1617506