Hard Truths: Uncovering the Deep Structure of Schooling by Barbara Benham Tye

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By Barbara Benham Tye

This paintings scrutinizes the forces which paintings time beyond regulation to tug leading edge tasks, programmes and approaches again to extra conventional territories which are customary to such a lot american citizens.

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In all but the smallest schools, students were grouped by age and, in the larger schools, they were often grouped by ability as well. The school year and the school day were fixed. School buildings grew in sizeespecially following the period of consolidation in the mid-20th centurybut within those large buildings, individual classrooms remained about the same as they had been in the days of the one-room schoolhouse. Even after World War II, when movable furniture replaced desks that were bolted to the floor, most desks still faced forward, in rows.

S. Office of Education and the Office of Economic Opportunity initiated programs such as the Teacher Corps, VISTA, Head Start, and Follow Through. Congress passedand fundeda massive education reform package, the Elementary and Secondary Education Act, in 1965. The National Science Foundation supported ambitious curriculum development projects, some of which, like Man: A Course of Study and the "new math," also included expensive inservice training workshop components to prepare teachers to use the new materials effectively.

But if a society is changing in large-scale and significant ways, chances are good that its attitudes toward schooling are shifting, too. 17501850: The Academy Replaces the Latin Grammar School The history of . . academies in North America demonstrates the interrelationship among politics, the organization of society, and education. Joel Spring (1986, p. 22) The earliest schools in the American colonies were established to promote basic literacy for the purpose of religious salvation, and the curriculum of these schools consisted of reading, religion, and in some cases the classicsLatin and Greek.

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