Democracy's high school: the comprehensive high school and educational reform in the United States

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University Press of America, 1994 - Education - 265 pages
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The comprehensive high school model emerged from the early 20th century struggle for a unitary as opposed to a dual system of secondary education and was outlined in the report of the Commission on the Reorganization of Secondary Education, The Cardinal Principles of Secondary Education (1918). In this study, Wraga traces the development of the model in the United States, evaluating (among other things) the influence of sociopolitical forces on the historical interpretations of the model. In the first book-length historical study of the comprehensive high school, he assesses the impact of successive reform movements on the model and offers recommendations for enhancing its effectiveness.

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Contents

The Comprehensive High School
223
References
241
Index
259
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About the author (1994)

William G. Wraga is Professor in the Department of Lifelong Education, Administration, and Policy, at the College of Education, University of Georgia, where he teaches courses in curriculum theory, development, policy, and history. He received his master's degree from the University of Chicago and his doctorate in social and philosophical foundations of education from the Graduate School of Education at Rutgers University. He served as president of the Society for the Study of Curriculum History and as Factotum for the Professors of Curriculum. He is author of Democracy's High School: The Comprehensive High School and Educational Reform in the United States (1994).