By Terry M. Moe
Praise for freeing Learning
"Moe and Chubb have brought a really lovely e-book, wealthy with the chance of ways expertise is already revolutionizing studying in groups from Midland, Pennsylvania to Gurgaon, India. while, it is a sobering telling of the realpolitik of schooling, a conflict during which the established order is easily defended. yet such a lot of all, this booklet is a choice to motion, a choice to unharness the ability of technological innovation to create an schooling process important of our aspirations and our kids' dreams." ?Ted Mitchell, CEO of the hot faculties enterprise Fund
"As lengthy as we proceed to coach scholars with out regard for a way the genuine global works, we'll proceed to restrict their offerings. In releasing studying, Terry Moe and John Chubb push us to invite the questions we should always be asking, to have the difficult conversations approximately how a long way expertise can visit enhance pupil fulfillment during this country." ?Michelle Rhee, Chancellor of schooling for the Washington, D.C. colleges
"A incredible research of ways know-how is destined to rework America's colleges for the higher: no longer just by producing new methods of studying, yet also?and surprisingly?by unleashing forces that weaken its political rivals and open up the political procedure to academic switch. A provocative, fullyyt novel imaginative and prescient of the way forward for American education." ?Rick Hanushek, the Paul and Jean Hanna Senior Fellow on the Hoover establishment, Stanford college
"Terry Moe and John Chubb, long-time, astute observers of academic reform, see know-how because the approach to opposite a long time of failed efforts. know-how will facilitate considerably extra individualized scholar learning?and probably most significantly, know-how will make it more durable and more durable for the entrenched grownup pursuits to dam the reforms which are correct for our children. it is a provocative, informative and, eventually, positive learn, whatever we badly want in public education." ?Joel Klein, Chancellor of the recent York urban schoolsContent:
Chapter 1 The Seeds of switch (pages 1–12):
Chapter 2 the necessity for success (pages 13–28):
Chapter three The Politics of blockading (pages 29–55):
Chapter four expertise on All Fronts (pages 57–98):
Chapter five The Resistance (pages 99–147):
Chapter 6 a brand new period (pages 149–183):
Read or Download Liberating Learning: Technology, Politics, and the Future of American Education PDF
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Additional info for Liberating Learning: Technology, Politics, and the Future of American Education
Sample text
Indeed, if we simply include in these comparisons four economically developed countries that took the test but are not members of OECD—Singapore, Taiwan, Hong Kong, and Russia—the bloom comes off the rose by a good bit. S. ranking for fourth-grade science is 7th out THE NEED FOR ACHIEVEMENT 25 of 19 advanced nations, and its ranking for eighth-grade science is 10th out of 15. The TIMMS math results for 2007 are comparable. On the fourth-grade exam, the United States ranked 4th out of the 15 participating OECD countries; but if Singapore, Taiwan, Hong Kong, and Russia are included, the United States ranking drops to 8th out of 19.
THE NEED FOR ACHIEVEMENT 27 More striking differences emerge if we look at advanced degrees, and in particular at concentrations in science and engineering—subjects in great demand for the twenty-first century economy. S. 4 percent in engineering. 26 That’s four times as frequent a focus on technical degrees in Japan as in the United States. 3 percent. 4 percent engineering. Among 26 OECD nations surveyed, American students ranked 23rd in science and 16th in engineering as percentages of advanced degrees earned—figures that, once again, don’t auger well for the nation’s leadership role in the world economy.
Governors and state legislators know it. Ordinary citizens know it. And the seriousness of the problem—for personal lives, for economic growth, for the nation’s status as a world leader—has made education reform a full-time occupation of government. Year in and year out, policy makers have made education a priority and feverishly pushed for new policies and resources to boost student achievement. The sheer outpouring of activity is impressive. It just hasn’t succeeded. The reasons have to do with politics.
