When School Reform Goes Wrong

Autor/in	Noddings, Nel
Titel	When School Reform Goes Wrong
Quelle	(2007), (112 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8077-4811-0
Schlagwörter	Stellungnahme; Federal Legislation; School Restructuring; Democracy; Inclusive Schools; Educational Change; Educational Principles; Educational Philosophy; Educational Improvement; Academic Achievement; Elementary Secondary Education; Special Education; Curriculum; Equal Education; Accountability; Standards; Educational Testing; School Choice; Moral Values; Track System (Education); Educational Policy + Suchen Sie Ihr Suchwort? Bundesrecht; Schulreformplan; Schulumwandlung; Demokratie; Inclusive school; Integrative Schule; Bildungsreform; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Curricula; Lehrplan; Rahmenplan; Verantwortung; Standard; Choice of school; Schulwahl; Moral value; Ethischer Wert; Leistungsgruppe; Leistungsdifferenzierung; Politics of education; Bildungspolitik
Abstract	In this much-needed volume, Nel Noddings uses her extensive experience at every level of schooling to challenge the No Child Left Behind Act (NCLB). Noddings invites readers to think critically about the ideas underlying NCLB, the reform movement that shaped it, and the processes it has put into play. She considers such questions as: Is money the answer to raising test scores? Are failing schools mainly attended by poor children, or are all of our schools failing? Do all students need courses in advanced mathematics, physics, and chemistry? Should special education students be expected to meet the same standards as regular students? Does one standard curriculum serve the needs and interests of all students? Does our current system of schooling undermine the democracy it should support? This dynamic book challenges almost every provision in the No Child Left Behind Act; argues for educationally justifiable interpretations of equality, accountability, standards, testing, and choice; suggests an educationally and morally acceptable way of employing an enriched form of tracking to meet the needs of all students; and considers what is at stake for children, schools, and democracy, and offers suggestions for fresh thinking. (Author).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10