MARC Record from marc_columbia

LEADER: 03366cam a2200469Ia 4500
001 10696453
005 20180716125930.0
008 130307s2013 maua b 001 0 eng d
010 $a 2013930676
019 $a829386747
020 $a9781612505565 (pbk.)
020 $a1612505562 (pbk.)
029 1 $aAU@$b000050988768
035 $a(OCoLC)954378772
035 $a(OCoLC)ocn954378772
035 $a(NNC)10696453
040 $aYDXCP$beng$cYDXCP$dBTCTA$dHMG$dOCLCO$dBWX$dIUL$dCGU$dNGU$dLMR$dBDX$dZLM$dOCLCF$dCDX$dUUA$dIAK
050 4 $aLB2806.22$b.C82 2013
082 04 $a371.1020973$223
100 1 $aCuban, Larry.
245 10 $aInside the black box of classroom practice :$bchange without reform in American education /$cLarry Cuban.
260 $aCambridge, Massachusetts :$bHarvard Education Press,$c2013.
300 $ax, 243 pages :$billustrations ;$c23 cm
504 $aIncludes bibliographical references (pages 189-227) and index.
505 0 $aPart 1: Engineering structures to reform classroom teaching. Restructuring Las Montanas and technology, 1976-2010 ; Restructuring the science curriculum, 1890s-2011 ; How and why test-driven accountability influenced teaching practice -- Part 2: Changes in medical practice and classroom teaching. Structural changes and the reform of medical practice ; Structural changes and reforming teaching practices -- Part 3: Unlocking the black box of the classroom. Why so many structural changes in schools and so little reform in teaching practice?
520 $a"Inside the Black Box of Classroom Practice takes as its starting point a strikingly blunt question: "With so many major structural changes in U.S. public schools over the past century, why have classroom practices been largely stable, with a modest blending of new and old teaching practices, leaving contemporary classroom lessons familiar to earlier generations of school-goers?" It is a question that ought to be of paramount interest to all who are interested in school reform in the United States. It is also a question that comes naturally to Larry Cuban, whose much-admired books have focused on various aspects of school reform--their promises, wrong turns, partial successes, and troubling failures. In this book, he returns to this territory, but trains his focus on the still baffling fact that policy reforms--no matter how ambitious or determined--have generally had little effect on classroom conduct and practice." -- Publisher's website.
650 0 $aEducational accountability$zUnited States.
650 0 $aClassroom environment$zUnited States.
650 0 $aClassroom management$zUnited States.
650 0 $aEducational change$zUnited States.
650 0 $aEducation and state$zUnited States.
650 0 $aSocial problems$zUnited States.
650 0 $aSocial change$zUnited States.
650 7 $aClassroom environment.$2fast$0(OCoLC)fst00863720
650 7 $aClassroom management.$2fast$0(OCoLC)fst00863730
650 7 $aEducation and state.$2fast$0(OCoLC)fst00902835
650 7 $aEducational accountability.$2fast$0(OCoLC)fst00903326
650 7 $aEducational change.$2fast$0(OCoLC)fst00903371
650 7 $aSocial change.$2fast$0(OCoLC)fst01122310
650 7 $aSocial problems.$2fast$0(OCoLC)fst01122778
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
852 00 $bbar$hLB2806.22$i.C82 2013g