The Assumptions and Possible Futures of Standards-Based Education

Autor/in	Brown, Boyce
Titel	The Assumptions and Possible Futures of Standards-Based Education
Quelle	In: Policy Futures in Education, 11 (2013) 5, S.481-489 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2013.11.5.481
Schlagwörter	Standards; Futures (of Society); Educational Change; Educational Policy; Global Approach; Competition; Ideology; Business; Neoliberalism; Educational Trends + Suchen Sie Ihr Suchwort? Standard; Future; Society; Zukunft; Bildungsreform; Politics of education; Bildungspolitik; Globales Denken; Wettkampf; Ideologie; Business studies; Wirtschaft; Betriebswirtschaft; Neo-liberalism; Neoliberalismus; Bildungsentwicklung
Abstract	Standards-based education is the most important and widely implemented education reform idea of the last several decades in the USA, one supported by the full weight of the mainstream bipartisan educational establishment. Motivated by "global economic competitiveness" as the ideological driver and big business as the empirical driver, it has become a settled and integral part of local, state and federal education policy. In spite of all this, little has been said about its fundamental assumptions and their implications for the future. This is especially concerning because its most notable implicit assumption is that the ever-increasing consumption of the planet's finite natural resources by a seemingly ever-increasing population can continue indefinitely. This is a mathematical impossibility. Therefore, this difficult discussion needs to be more fully engaged and possible solutions explored, which this article strives to do. (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10