Not by Schools Alone: Sharing Responsibility for America's Education Reform

By Sandra A. Waddock | Go to book overview

constructive approaches need to be based on real, in-depth understanding of the problems of education and collaboration as a means of solving problems, so that everyone recognizes his or her part in the total system.

The next chapter will explore the important roles of employers, particularly businesses, in improving education. The final chapter will summarize the major conclusions reached in the analysis presented in this book.


NOTES
1.
I thank Linda Braun, director of Families First and a professor at Wheelock College in Boston, for a helpful conversation that highlighted many of the ideas expressed in this section.
2.
E. g., J. P. Comer ( 1984), "Home-School Relations as They Affect the Academic Success of Children," Education and Urban Society 16( 3): 294-337.
3.
See D. W. Osborne and T. Gaebler ( 1992), Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector ( Reading, MA: Addison- Wesley).
4.
For an in-depth analysis of individualism and communitarian strains in U.S. society see R. N. Bellah, R. Madsen, W. M. Sullivan, A. Swidler, and S. M. Tipton ( 1985), Habits of the Heart: Individualism and Commitment in American Life ( New York: Harper & Row); and by the same authors ( 1991), The Good Society ( New York: Alfred A. Knopf.).
5.
Report of the National Education Goals Panel ( 1993b), Building a Nation of Learners ( Washington, D.C.: U.S. Department of Education).
6.
See the Summary Guide by the National Education Goals Panel ( 1993a), The National Education Goals Report: Building the Best, Washington, D.C.: NEGP Communications.
7.
See G. Wiggins ( 1993), "Accountability, Testing, and Schools: Toward Local Responsibility and Away from Change by Mandate," Business Horizons September- October: 13-23.

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