Race to the bottom : corporate school reform and the future of public education
Record details
- ISBN: 9780807756379
- ISBN: 0807756377
- ISBN: 9780807773703
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Physical Description:
print
x, 181 pages ; 23 cm - Publisher: New York : Teachers College, Columbia University, [2015]
Content descriptions
Bibliography, etc. Note: | Includes bibliographical references (pages 165-171) and index. |
Formatted Contents Note: | The state of education -- A brief history (1787-2000) -- Test wars and the empire strikes back (2001) -- The triumph of corporate reform (2001-2014) -- Grading corporate reform -- Charter schooling -- Faith in education -- Education for democracy -- The problem of teaching -- A learning community -- World-class learning -- Beyond corporate education -- Stop the madness. |
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Available copies
- 1 of 1 copy available at Kirtland Community College.
Holds
- 0 current holds with 1 total copy.
Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
---|---|---|---|---|---|
Kirtland Community College Library | LA 217.2 .M34 2015 | 30775305527005 | General Collection | Available | - |
CHOICE_Magazine Review
Race to the Bottom : Corporate School Reform and the Future of Public Education
CHOICE
Copyright American Library Association, used with permission.
The title alone makes this provocative book difficult not to read, and the passion, brutal honesty, and keen perception McGill (former school superintendent; founder, Global Learning Alliance) brings to each page keeps readers engaged. This brilliant analysis of corporate school reform provides readers with a wealth of information and insight to become more effectively involved in the future of public education. Chapters include a frank discussion of the state of education, a brief history of educational reform, a sobering review of the testing wars, a look at the corporate reform agenda, the reality of charter schools, the need for faith in education, the missions of education for democracy, problems with teaching and teacher preparation, the need for an engaged learning community, and a view of the 21st-century school. In the end, McGill recommends a balanced approach involving business leaders, elected officials, and educators coming together to recognize the shortcomings in the current puzzle of public education and to outline a clear vision for the future. Finally, he encourages all citizens to "champion an education that develops human potential, encourages a generous social ethic, and creates a better world"; a "strategy of control and audit" is no longer a viable solution. Summing Up: Essential. All readers. --Kent Layton, University of Arkansas at Little Rock