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Redesigning Education

Wilson, Kenneth G.;Daviss, Bennett

3 ratings by Goodreads
ISBN 10: 0805021450 / ISBN 13: 9780805021455
Published by Henry Holt & Co, 1994
Condition: Collectible: Good Hardcover
From Crestview Books (Westerville, OH, U.S.A.)

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About this Item

Signed Very nice hardback and jacket. Downgraded condition because of foxing to page blocks. Only slight wear. Personalized inscription signed by author on front endpage. Text is clean, unmarked, tight. (Shelf location: L) All items carefully packed to avoid damage from moisture and rough handling. Tracking included. Bookseller Inventory # 043137

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Bibliographic Details

Title: Redesigning Education

Publisher: Henry Holt & Co

Publication Date: 1994

Binding: Hard Cover

Book Condition:Collectible: Good

Dust Jacket Condition: Dust Jacket Included

Signed: Signed

Edition: First Edition.

About this title

Synopsis:

This work offers a rationale for reforming the national education infrastructure. Covering past and present reform efforts, the authors analyze both failed and successful programs, and include a chapter on "Reading Recovery" which they believe is crucial for effective teaching and learning.

From Kirkus Reviews:

Nobel prizewinning physicist Wilson tries to illuminate the black hole that is the American educational system. Wilson and journalist Daviss begin where good science begins: defining the problem. US education, they argue, is based on a model--a 19th-century assembly-line model--that simply doesn't work any more. Tinkering, as in raising teachers' salaries or extending the school day, won't solve the problem. What will, among other things, is looking to the successes of corporations in what Wilson and Daviss call the redesign process. It begins with a ``compelling vision'' and continues in the pursuit of excellence through a process of ``research, development, dissemination, and refinement.'' Boeing, Apple, and the Union Pacific Railroad are examples of companies that have used that formula to advantage, involving customers and workers in the redesign. None of these ideas are new, nor are the components they suggest for redesigning education, including Total Quality Learning as demonstrated in Sitka, Alaska (based on Total Quality Management, it involves consulting the ``customer,'' in this case children, teachers, and parents); the idea of students learning from one another; and the more sophisticated and general use of computers as tools for both students and teachers. What is refreshing is the emphasis on relieving teachers of their classroom isolation and offering them professional support and opportunities for continuing development. The authors envision (and offer a budget for) a group of nationwide lab schools, that would draw teachers from surrounding districts to experiment with new programs, new systems, and new ways of managing and teaching. Teachers would then return to their districts to train their colleagues. Still another look at what's wrong with our schools, but one that that targets what makes educational reform so elusive: a continuing communications gap between the classroom teacher--the one who really matters--and the rest of the education profession. -- Copyright 1994, Kirkus Associates, LP. All rights reserved.

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