Tinkering Toward Utopia: A Century of Public School Reform

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Harvard University Press, 1995 - Education - 184 pages
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For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices.

In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to "reinvent" schooling?

Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.

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Review: Tinkering Toward Utopia: A Century of Public School Reform

User Review  - Oliver Bateman - Goodreads

A good overview of the cyclical nature of public education reform in America, but you'll have to look elsewhere for the fine details on these particular subjects. In terms of giving you talking points ... Read full review

Contents

Learning from the Past
1
Progress or Regress?
12
Policy Cycles and Institutional Trends
40
Copyright

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About the author (1995)

Tyack is the Vida Jacks Professor of Education and professor emeritus of history at Stanford University.

Larry Cuban is Professor Emeritus of Education at Stanford University and past president of the American Educational Research Association.

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