Description
Book SynopsisSo many reformers talk about fundamental changes in schoolingwithout understanding what such deep changes entail for children,teachers, and administrators. Seymour Sarason does. In hisprovocative, mind-bAnding and passionate style, Sarason againargues against short-term repairs of schools. He seeks long-termprevention and he sees the lever, as John Goodlad did, in thepreparation of teachers. Add this to your small library of wisdomabout school reform.
?Larry Cuban, professor of education, Stanford University.
Trade Review``So many reformers talk about fundamental changes in schooling without understanding what such deep changes entail for children, teachers, and administrators. Seymour Sarason does. In his provocative, mind-bAnding, and passionate style, Sarason again argues against short-term repairs of schools. He seeks long-term prevention and he sees the lever, as John Goodlad did, in the preparation of teachers. Add this to your small library of wisdom about school reform.'' --Larry Cuban, professor of education, Stanford University.
Table of Contents1. A Litany of Inadequacies
2. Unused Personal Experience
3. Underestimating Complexity
4. Prevention and the Long-Term View
5. ``Second Best: Secondary Prevention''
6. When Medical Education was Anti-Educational
7. An Undergraduate Program for Liberal Arts Colleges
8. Again: Teaching Children, Not Subject Matter
9. Teaching Teachers and Teaching Children: Ignorance Assumed andAssets Unmined
10. Governance and Issues of Power
11. Governance and the Definition of Resources
12. Collegiality, Resources, and Governance
13. There are Two Subject Matters
14. Teachers and Administrators: Never the Twain Shall Meet
15. University Pecking Orders and Schools of Education
