The Classroom Crucible: What Really Works, What Doesn't, and Why

The Classroom Crucible: What Really Works, What Doesn't, and Why

The Classroom Crucible: What Really Works, What Doesn't, and Why

The Classroom Crucible: What Really Works, What Doesn't, and Why

Excerpt

In the 1980s, Americans realized that their schools were in trouble. The public's frustrations at school mediocrity, poor student performance, and outright failure—and at not knowing what to do—led to dozens of reform proposals and to increased political visibility for education issues, but so far, little has been done that seems likely to reverse the schools' decline. American education is failing, and the reforms and rhetoric aimed at salvaging it are based on ineffective, misdirected views of how schools work. This book makes a dramatic claim, supported by the most rigorous research on education policy: the way that policy makers, researchers, and even parents and teachers approach education policy issues is simply wrong. The book sets forth a new way of thinking about schools, and a new approach to improving them through education policies and direct action by parents and teachers.

The book argues that the success or failure of the schools . . .

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