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Purpose and change in American educa...

Hlebowitsh, Peter Sergeyevich.

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Purpose and change in American educational policymaking and practice: National education reports since midcentury.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Purpose and change in American educational policymaking and practice: National education reports since midcentury./
作者:	Hlebowitsh, Peter Sergeyevich.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1987,
面頁冊數:	449 p.
附註:	Source: Dissertations Abstracts International, Volume: 50-02, Section: A.
Contained By:	Dissertations Abstracts International50-02A.
標題:	Curricula. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8808226

Purpose and change in American educational policymaking and practice: National education reports since midcentury.
Hlebowitsh, Peter Sergeyevich.

Purpose and change in American educational policymaking and practice: National education reports since midcentury. - Ann Arbor : ProQuest Dissertations & Theses, 1987 - 449 p.

Source: Dissertations Abstracts International, Volume: 50-02, Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey, School of Graduate Studies, 1987.

This item must not be sold to any third party vendors.

Problem. Throughout the 20th century, a succession of influential national reports have submitted reform recommendations for American education. The reports have followed the ebb and flow of societal change and have each reflected the sociopolitical milieu of their specific time period. In doing so, they have helped to delineate a series of reform epochs that has been marked by counterreforms and counterreactions (attempts to undo the excesses of previous reform efforts). This study has examined the character of the reform prescriptions offered in the major national reports and has noted the means of educational power and influence that were exerted by the authors and sponsors of the reports. Method. A historically based problem-solving paradigm which has roots to Dewey's educative process provided the theoretical direction needed to assess the content of the various education reports. This paradigm places the nature of the learner, the values and aims of democratic society, and the wider world of knowledge into an organic relationship. A political framework of analysis was utilized in identifying the sources of influence used to exert change in American educational practice and policy. Mackenzie's model of curriculum change was used to specifically identify the sources of influence used by the main reform participants. These sources included access to bases of prestige, competence, money, legal authority, mass communication and advocacy, and the use of various cooperative strategies. Conclusions. In examining the major reform statement since midcentury, it is clear that the paradigm has been violated in each reform epoch, starting with the discipline-centered initiatives of the Cold War era. Often one curricular source (the learner, society, or subject matter) was taken as an overriding concern, while the other crucial sources went ignored or were distorted. In addition to this, the influence of powerful sociopolitical pressures brought a number of external participants to the vanguard of school reform. Frequently, the external participants were responsible for the writing, promotion and distribution of their own reform report. By reacting to the dominant sociopolitical tide and by using of various sources of power and influence, these outside interests were able to significantly impact American educational policymaking and practice in ways that were inimical to the factors in the paradigm.Subjects--Topical Terms:

3422445
Curricula.

Purpose and change in American educational policymaking and practice: National education reports since midcentury.
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506 $a This item must not be added to any third party search indexes.
520 $a Problem. Throughout the 20th century, a succession of influential national reports have submitted reform recommendations for American education. The reports have followed the ebb and flow of societal change and have each reflected the sociopolitical milieu of their specific time period. In doing so, they have helped to delineate a series of reform epochs that has been marked by counterreforms and counterreactions (attempts to undo the excesses of previous reform efforts). This study has examined the character of the reform prescriptions offered in the major national reports and has noted the means of educational power and influence that were exerted by the authors and sponsors of the reports. Method. A historically based problem-solving paradigm which has roots to Dewey's educative process provided the theoretical direction needed to assess the content of the various education reports. This paradigm places the nature of the learner, the values and aims of democratic society, and the wider world of knowledge into an organic relationship. A political framework of analysis was utilized in identifying the sources of influence used to exert change in American educational practice and policy. Mackenzie's model of curriculum change was used to specifically identify the sources of influence used by the main reform participants. These sources included access to bases of prestige, competence, money, legal authority, mass communication and advocacy, and the use of various cooperative strategies. Conclusions. In examining the major reform statement since midcentury, it is clear that the paradigm has been violated in each reform epoch, starting with the discipline-centered initiatives of the Cold War era. Often one curricular source (the learner, society, or subject matter) was taken as an overriding concern, while the other crucial sources went ignored or were distorted. In addition to this, the influence of powerful sociopolitical pressures brought a number of external participants to the vanguard of school reform. Frequently, the external participants were responsible for the writing, promotion and distribution of their own reform report. By reacting to the dominant sociopolitical tide and by using of various sources of power and influence, these outside interests were able to significantly impact American educational policymaking and practice in ways that were inimical to the factors in the paradigm.
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