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Reconstruing Educational Innovation


by Louis M. Smith, John J. Prunty, David C. Dwyer & Paul F. Kleine — 1984

This article, as the title indicates, presents one of the central conclusions from our recent research on the Kensington Elementary School in the Milford School District. Essentially we argue that our early view of the Kensington School was severely limited due to several sets of assumptions that were not made problematic at the time. Second, we argue that our original proposal to the National Institute of Education (NIE) for Kensington Revisited, which stated that our current “problem,” had similar limits. Third, the we argue that one of the most provocative recent summary statements has similar limitations.” Finally, we make the case that our revised position is more clearly in the literature, especially in the work of C. Wright Mills and Robert Redfield, than we realized.


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Cite This Article as: Teachers College Record Volume 86 Number 1, 1984, p. 20-33
http://www.tcrecord.org ID Number: 926, Date Accessed: 12/14/2017 3:02:07 AM

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About the Author
  • Louis Smith
    Washington University, St. Louis

  • John Prunty
    Maritz Communication Company, St. Louis

  • David Dwyer


  • Paul Kleine
    University of Oklahoma, Norman

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