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Rethinking What Schools Can Do Best


by John I. Goodlad 1985

The central point to be drawn from this brief, sweeping review of several episodes in the development of schooling in this country is that events, more than ideas, shape what schools do. But this observation must be tempered by another: after schools have lived for a time with the aftermath of rapid change in their' circumstances (for example, explosive growth in secondary school enrollments; desegregation), they tend to open up to alternative ways of dealing with conditions that were once crises. Consequently, the ideas for curriculum and instruction (the heart of a school's educational function), which find their way through the social-political structure, do indeed matter.


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This article originally appeared as NSSE Yearbook Vol 84, No. 1.


Cite This Article as: Teachers College Record Volume 86 Number 5, 1985, p. 29-45
http://www.tcrecord.org ID Number: 19087, Date Accessed: 10/21/2017 7:24:12 PM

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About the Author
  • John Goodlad
    University of Washington
    JOHN I. GOODLAD is a professor of education at the University of Washington.
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