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The Culture of the School and the Problem of Change
by Seymour B. Sarason. 246 pgs.
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 publication details Table of contents
|
PREFACE |
ix |
| 1 |
THE PLAN OF THE BOOK |
1 |
| 2 |
THE SCHOOL AND THE OUTSIDER |
7 |
|
A Glimpse of the Problem , |
10 |
| 3 |
UNIVERSITY AND SCHOOL CULTURES |
15 |
|
The Observer from the University , . The Critic from the Schools , . The Untestable Abstraction , . |
15 |
| 4 |
THE MODAL PROCESS OF CHANGE: A CASE REPORT |
29 |
|
Again the University Critic , . The Lack of Descriptive Data , . The Beginning Context: the Larger Society , . The Beginning Context: the Smaller Society , . The Nature of the Diagnosis , . The Non-Public Aspect of the Problem , . The Curriculum and the Training Workshops , . The School Year and the Problem of Supervision , . Some Outcomes , . |
30 |
| 5 |
THE MODAL PROCESS OF CHANGE: AN EXAMPLE FROM THE UNIVERSITY |
49 |
|
An Educational Innovation in a University , . Some Serendipitous Data on Outcomes , . |
50 |
| 6 |
PROGRAMMATIC AND BEHAVIORAL REGULARITIES |
62 |
|
The Existing Regularities , . The Physical Education Program , . The Arithmetic-Mathematics Programmatic Regularity , . Behavioral Regularities , . Question-Asking: A Behavioral Regularity , . What Is the Intended Outcome? , . Discontinuities and Social Studies , . |
63 |
| 7 |
THE ECOLOGICAL APPROACH |
88 |
|
The Kindergarten , . Big School, Small School , Population Exchange as an Ecological Variable and Basis for Change , . The Need for the Ecological Approach , The Defects of the Virtues of Strongly Held Values , |
89 |
| 8 |
THE PRINCIPAL |
110 |
|
Why Start with the Principal? , . The Classroom as Preparation for the Principal's Office , . The Teacher Becomes a Principal , . Power and Influence , . The Principal vs. the Yale Psycho-Educational Clinic , . The Principal and Special Services , . A Major Dilemma , . The Incomplete Picture , . |
110 |
| 9 |
THE PRINCIPAL AND THE USE OF "THE SYSTEM" |
133 |
|
Variability among Principals , . Locus of Control , . Ideas: the Necessary Ingredient , . The Principal as Scapegoat , |
134 |
| 10 |
THE TEACHER: THE ROLE AND ITS DILEMMAS |
151 |
|
The Perennial Problem: Number and Diversity of Children , . Segregation: the Prepotent Response , . The Fantasy of Reduced Class Size , . The Effects of Boredom and Routine , . The Outstanding Teacher , . |
152 |
| 11 |
THE TEACHER: CONSTITUTIONAL ISSUES IN THE CLASSROOM |
174 |
|
Constitutional Issues , . The Student's and Teacher's Conception of Learning , . Classroom Seating , . The Teacher as a Thinking Model , . The Prepotent Response to Misbehavior , . The Goals of Change in the Classroom , . |
175 |
| 12 |
THE DEWEY SCHOOL |
195 |
|
The Principal , . The Teacher , . The Use of Records , . Realization of Theory in Classroom Method , . Again the Principal , . |
197 |
| 13 |
THE PROBLEM OF CHANGE |
212 |
|
The Scope of the Change , Time Perspective and the Change Process , . Implemented and NonImplemented Change Proposals , . The Universe of Alternatives , . |
213 |
| 14 |
THE BASIS FOR HOPE |
227 |
|
BIBLIOGRAPHY |
237 |
|
INDEX |
243 |
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Writing in the first issue of Cultural Studies , the Australian critic Jennifer Craik cites Stuart Hall and Tony Bennett to argue that "the development of cultural studies has seen an uneasy alliance. . . which overlooks the intrinsic incommensurability...
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