- Paperback: 208 pages
- Publisher: Jossey-Bass (November 16, 1993)
- Language: English
- ISBN-10: 1555426239
- ISBN-13: 978-1555426231
- Product Dimensions: 6 x 0.6 x 9 inches
- Shipping Weight: 11.2 ounces (View shipping rates and policies)
- Average Customer Review: 3 customer reviews
- Amazon Best Sellers Rank: #1,520,846 in Books (See Top 100 in Books)
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The Predictable Failure of Educational Reform: Can We Change Course Before It's Too Late?
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In an attempt to prevent the failure of current educational reform efforts, Sarason (psychology, Yale) explores the issues confronting reform and presents them with new emphasis and focus. His book is addressed to those whose roles affect reform: the community of educators, legislators, policy makers, foundations, business leaders, and parents. Substantive chapter discussions and illustrative examples examine the present educational system regarding the areas of change, power relationships, cooperative learning, imitation, replication, intractability, and goals. The author "challenges schools and communities to look at education in a whole new light," stating "the biggest risk in education is not taking one." Exceptionally well written, this is not so much a blueprint for change, but a penetrating, inspirational tract which calls educators to action. Academic and public libraries serving educators and others concerned with these issues will not want to miss it.
- Francine M. DeFranco, St. John's Univ. Lib., Staten Island, New York
Copyright 1990 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.
"Sarason challenges educators to understand that to continue to struggle for 'power over' rather than `power with' overlooks the mutual interest of all parties that will stifle any real progress in education reform. In a classroom utilizing effective teaching practices students would respond to the question, `How do you rate this book?' with all thumbs up."
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Chapter One discusses the inability of past reform efforts to be effective in making changes occur, and why this dilemma condemn to failure current and future attempts. Chapter Two will review the obstacles when those initiating reform encounter when they don't truly understand the dynamics of the educational system. Chapter Three takes an in depth look at the power relationships within the system, and failure to do so will prevent desired changes from occurring. Chapter Four asks the difficult question as to whom should be involved in the decision-making. The educational system and private sector are compared. The Scanlon Plan is also discussed. Chapter Five will delve into the power structure within the educational system as related to the power relationships within the classroom. There are five examples provided in Chapter Six as to why efforts in educational reform have not been successful. Sarason will compare the educational systems with the medical profession, and the relationship to changes in both areas. Implementation, imitation, and replications of reform efforts are rarely successful. This failure will be discussed in Chapter Seven. Chapter Eight seeks to give you further food for thought in answering that age old question, "For whom do schools exist?". The author will take the position that schools equally exist for the development of both staff and students. Chapter Nine attempts to answer a multitude of questions which focus on the overarching goals for students.
The text is written in a manner that is easy to understand, and provides a multitude of topics which would be a starting point for professional discussions. The course I am involved in at UNO (Omaha) challenges doctoral students in educational administration to step out of the box, challenge to question tradition, and ask difficult questions. This book provides for the foundation for those discussions and a point of reference from which to start when we ask ourselves why have reform efforts failed to achieve the goals we have established. (This review has been written in the format established by the author in the preface.)