What's Wrong with Our Schools? Malaise and the American Educational System.

Autor/in	Hoyle, John R.
Titel	What's Wrong with Our Schools? Malaise and the American Educational System.
Quelle	(1981), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Administrator Role; Community Cooperation; Community Education; Community Resources; Curriculum Development; Educational History; Elementary Secondary Education; Futures (of Society); Higher Education; Lifelong Learning; Long Range Planning; Mastery Learning; Models; Participative Decision Making; Prediction; Resource Allocation; School Community Relationship; Teamwork; Theories; Trend Analysis + Suchen Sie Ihr Suchwort? ; Gemeinschaftserziehung; Nachbarschaftserziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Life-long learning; Lebenslanges Lernen; Langfristige Planung; Analogiemodell; Vorhersage; Ressourcenallokation; Theory; Theorie; Trendanalyse
Abstract	Most constructive critics of education agree that today's students are better than any in United States history. Yet problems like competency shortages and outmoded curricula remain. When schools were basically "socializers" (1885-1957), praise outstripped criticism--until 1957's Sputnik. In response, Congress initiated the National Aeronautics and Space Administration (NASA), passed the National Defense Education Act, and the National Science Foundation granted graduate scholarships by the thousands. By the sixties confidence in schools was again high. Meanwhile critics like Goodman and Holt began to use words like "stifling," and a new reaction was underway. Open classrooms in open-designed buildings replaced interest in traditional cognitive skills. The result was an outcry from back-to-basics proponents. At the same time integration of minorities was slow, while private schools multiplied. Finally, city school enrollment plummeted as urban areas became largely black, lower-class, and more violence-prone. Frightened teachers of all races left the profession. Such factors may be viewed in two ways: Large metropolitan school districts face closure by 1999. Inner cities go first and the incoming poor create the same problems for suburban and rural districts that caused inner-city collapse. Conversely, education leaders begin now to fight for schools' revitalization by implementing survival conditions ranging from equitable resource allocations to system-renewal strategies, and illiteracy vanishes by 1999. (KS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01