Moderating the debate: rationality and the promise of American education
Michael Feuers "Moderating the Debate" examines the complex and often problematic relations between education research, policy, and practice, and proposes ways to improve these relationships in the interest of meaningful reform. Drawing on his Burton and Inglis Lectures at the Harvard Graduate School of Education, Michael Feuer considers how the lessons of cognitive science might inform a more rationaland reasonableapproach to education research and policymaking. In this stimulating and insightful book, Feuer offers practical solutions to the impasses and disconnections that have chronically thwarted workable, sustained education reform.
22 pages matching solutions in this book
Results 1-3 of 22
What people are saying - Write a review
We haven't found any reviews in the usual places.
Doing School: How We Are Creating a Generation of Stressed Out ...
Denise Clark Pope
Limited preview - 2001
Other editions - View all
accessed February 18 achievement analysis Assessment assumed assumption behavior bounded rationality Cambridge chapter Child Left choice cognitive revolution cognitive science cognitively inspired context debate decisionmaking decisions economists educa education policy education reform education research education-policy effects evaluation evidence example federal Feuer firm framework goals governance Herbert Herbert Simon Howard Gardner human improved incentives intuitive knowledge Lagemann Lawrence Cremin Lee Shulman limited Markets and Hierarchies mathematics measurement ment Milton Friedman National Academy Press National Research Council neoclassical nomic optimal organization organizational outcomes perhaps policymakers political practice predictions principles problem-solving procedural rationality production proposed psychology question reasonable relevant Research in Education rhetoric Rhetoric of Reaction Richard Murnane satisficing school reform scientific research scientists Simon skills social solutions solving standards strategies teachers teaching and learning thinking tion tional tive Tyack U.S. Congress ucation understanding University Press validity Washington Williamson York