Download Inventing Better Schools: An Action Plan for Educational by Phillip C. Schlechty PDF

By Phillip C. Schlechty

Schlechty exhibits either educators and fogeys the way to envision reform and layout caliber academic structures. He explains how the visioning approach needs to be rooted in actual shared ideals, how challenge statements needs to unpack visions into concrete targets which are attached to motion, and the way the result of reform could be usefully assessed. Drawing at the author's massive event within the daily paintings of imposing college reform, Inventing greater colleges deals new methods for surroundings criteria and making sure accountability--and contains samples of exact undertaking statements and strategic plans of profitable institution districts.

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Railroaders, who had for so long resisted governmental reglation of their own business, suddenly found themselves sympathetic to governmental regulation of the trucking industry. Though they had built their own system in part by using governmental land subsidies, they resented the fact that a public highway system was subsidizing truckers. Rather than seeing that the transportation industry was undergoing a fundamental technological shift, they saw buses and trucks as optional technologies and competitors.

2 Schools, Education, and Information In the Western world, during medieval times and up to the invention of the printing press, the Roman Catholic Church dominated education and schooling. Usually, though not always, schools were run by members of religious orders; furthermore, they were sometimes organized around the meaning that information was to be given—thus the origin of the idea of schools of thought. Those who ran the schools decided the nature of the knowledge to be transmitted just as monks and scribes decided what information was worth preserving.

The circumstance described here is compounded by additional problems attributable to contextual changes. For example, the colleges and universities of America, if they applied what are considered to be reasonably high-academic standards in the admission process, have long had a need for more students than the public schools could provide. As the data presented earlier indicate, this was as true in the 1890s, when fewer than 5 percent of eighteenyear-olds attended college, as it is today, when more than half enter college.

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