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

By Phillip C. Schlechty

Schlechty indicates either educators and fogeys the best way to envision reform and layout caliber academic structures. He explains how the visioning method needs to be rooted in genuine shared ideals, how project statements needs to unpack visions into concrete targets which are hooked up to motion, and the way the result of reform may be usefully assessed. Drawing at the author's immense adventure within the daily paintings of imposing tuition reform, Inventing higher colleges bargains new ways for surroundings criteria and making sure accountability--and contains samples of tangible challenge statements and strategic plans of winning college districts.

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Extra resources for Inventing Better Schools: An Action Plan for Educational Reform (Jossey Bass Education Series)

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As Peter Drucker (1974, p. 89) has observed, had they understood their business better and differently, they would not have behaved as they did when buses, trucks, and airplanes came along. If they had defined their business as the transportation business, rather than as the railroad business, when new technologies like buses came along, they would have bought them. Instead, they fought them as they fought the emerging truck lines. The technologies the founders of railroads thought to be of concern were those related to locomotives, rail cars, routing, and scheduling.

The Business of the Schools In America, as in most other nations, the schools have been and continue to be the leading provider of educational experiences for children and even for adults. Education as an institution is, however, much more than schools and schooling. The family, the church, the print media, and increasingly, the electronic media are a part of the educational institution as well. Though educators have defined their business in various ways—for example, as “the business of educating children,” “the business of developing each child’s potential,” “the enlightenment business,” or “the cultural transmission business”—the fact is that the primary business of schools is the transmission, preservation, and processing of knowl- THE TECHNOLOGICAL IMPERATIVE 31 edge and information and the development in others of the skills needed to carry out such tasks.

It should not escape our attention that the food stamp program, introduced with great enthusiasm, is now one of the most embattled programs in America’s welfare system. Thus one of the long-term consequences of privatization may be a continuing and accelerating diminution in public support for education rather than the increased and/or stable support imagined by the proponents of privatization and vouchers. • Over time, the free market economy will lead to abuses, as has happened in Medicaid and Medicare and is clear in today’s proprietary vocational schools.

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