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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Innovation Up Close: How School Improvement Works

Innovation Up Close: How School Improvement Works

Huberman, A. Michael
Miles, Matthew B.

Paperback

Series: Environment, Development and Public Policy: Public Policy an

General EducationGeneral PsychologyGeneral Sociology

ISBN10: 1489903925
ISBN13: 9781489903921
Publisher: Springer Nature
Published: Jul 1 2013
Pages: 312
Weight: 1.04
Height: 0.70 Width: 6.14 Depth: 9.21
Language: English
School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im- proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from;'back to the woodshed to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, teacher-proof innovations, community involvement-the list is nearly end- less. Furthermore, the issues are not merely technical, but normative and po- litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically best. code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be.

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