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

Pauly, Edward

ISBN 10: 0465011500 / ISBN 13: 9780465011506

Published by Basic Books, New York, 1991

About this Item

A little edge and corner wear to boards and dj. Dj is a bit rubbed, and spine is somewhat sunned. Otherwise a tight, unmarked volume. Index. 235 pp.

Seller Inventory # 6883

Bibliographic Details

• Title: The Classroom Crucible: What Really Works, What Doesn'T, and Why
• Publisher: Basic Books, New York
• Publication Date: 1991
• Language: English
• ISBN 10: 0465011500
• ISBN 13: 9780465011506
• Binding: Cloth
• Condition: Very Good
• Dust Jacket Condition: Very Good
• Seller catalogs:
  • Psychology

About this title

Synopsis

Describes the importance of the student-teacher relationship, identifies education reforms that have failed, and suggests classroom policies that work

Reviews

The setting shared by students and teachers is analyzed here by an associate at the Manpower Demonstration Research Group in Manhattan. The daily experiences of students and teachers in the classroom are, in his opinion, central to school reform, a patently evident proposition often overlooked as current educational research has largely concentrated on issues of curricula, methods of instruction, and teacher certification. Interactions between teachers and students are examined and suggestions made for ways that teachers, administrators and parents can improve classroom learning. With the failure of so many prescriptive policies and programs to enhance educational excellence, Pauly's realistic and concrete approach to the learning place merits attention.
Copyright 1991 Reed Business Information, Inc.

The United States has been debating how to make schools work since news of the orbiting Sputnik hit home during the 1950s. However, by most accounts, kids' test scores are in a state of decline. According to Pauly, an educational researcher at the Manpower Demonstration Group in New York, the answer is not system-wide policy changes or more money for new curricula, but rather more academic freedom for teachers and students to facilitate successful teaching and learning strategies in the "crucible" of the classroom. He comes to this conclusion based on the research of James Coleman and others, which revealed that individual student achievement within schools varies and that "a student who attends a particular school is not educated in the whole school," but rather "in particular classrooms within that school." The discovery of classroom differences shows "that classrooms and the people in them are at the core of successful schooling." Recommended for academic and public libraries supporting education collections.
- Jef frey R. Herold, Bucyrus P.L., Ohio
Copyright 1991 Reed Business Information, Inc.