The Dynamic Tension at the Core of the Grammar of Schooling

Autor/in	Labaree, David F.
Titel	The Dynamic Tension at the Core of the Grammar of Schooling
Quelle	In: Phi Delta Kappan, 103 (2021) 2, S.28-32 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217211051141
Schlagwörter	Educational Change; Resistance to Change; Elementary Secondary Education; Social Influences; Public Education; Educational Practices; Instructional Program Divisions; Educational Administration + Suchen Sie Ihr Suchwort? Bildungsreform; Sozialer Einfluss; Öffentliche Erziehung; Bildungspraxis; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	The American system of schooling has been remarkably resistant to change, with most changes coming in the form of tinkering around the edges. Large-scale reform that alters what David Tyack and Larry Cuban (1995) referred to as the "grammar of schooling" has tended to fizzle out. David Labaree suggests that the practices that are most likely to become part of this persistent grammar of schooling, such as the age-graded classroom, are those that align with schools' social mission and that meet schools' organizational needs. Those two elements of the grammar of schooling must remain in balance if reform is to succeed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01