The Predictable Failure of Educational Reform: Can We Change Course before it's Too Late (Cloth Edit Ion): Can We Change Course before it's Too Late? (Jossey-Bass education series)

Sarason, Seymour B.

ISBN 10: 1555422691 / ISBN 13: 9781555422691

Published by Jossey-Bass Inc., San Francisco, CA, 1990

About this Item

VG+/VG+. 187 pp. DJ lightly rubbed with shallow edge curling. Spine square, tight. Front free end paper has blind embossed stamp of prior owner. Interior clean, unmarked. Very nice reading/research copy.

Seller Inventory # 13351

Bibliographic Details

• Title: The Predictable Failure of Educational Reform: Can We Change Course before it's Too Late (Cloth Edit Ion): Can We Change Course before it's Too Late? (Jossey-Bass education series)
• Publisher: Jossey-Bass Inc., San Francisco, CA
• Publication Date: 1990
• Language: English
• ISBN 10: 1555422691
• ISBN 13: 9781555422691
• Binding: Hardcover
• Condition: Very Good
• Dust Jacket Condition: Very Good

About this title

Synopsis

Sarason challenges educators to understand that to continue to struggle for 'power over' rather than 'power with' overlooks the mutual interest of all parties that will stifle any real progress in education reform. In a classroom utilizing effective teaching practices students would respond to the question, 'How do you rate this book?' with all thumbs up.


?Choice

From the Back Cover

Seymour B. Sarason examines why past attempts at reforming the nation's educational system have failed, and offers new perspectives on how reform must be approached for any chance of success in the future. He reveals the faulty assumptions on which past reforms have been based. For example, Sarason disputes the traditional belief that schools exist only or primarily for students--and contends that unless schools become places where educational personnel themselves can learn, change, and grow, those personnel cannot create and sustain favorable learning conditions for students.

The book offers innovative answers to fundamental questions surrounding the reform of our education systems: What should be our goals for students? Why are schools often uninteresting places for students? Why is there such discrepancy between how students perceive the world of school and how they perceive the world outside it?