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Educational Change and School Improvement: Three Perspectives


reviewed by A. Harry Passow - 1984

coverTitle: Educational Change and School Improvement: Three Perspectives
Author(s): Thomas S. Popkewitz, B. Robert Tabachnick, Gary Wehlage
Publisher: John Wiley, New York
ISBN: 0299088405, Pages: , Year:
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Although school-improvement efforts have been with us for a long time, the serious study of the processes of educational change and reform, the development of a body of research and practice literature, did not really begin to emerge until the late 1950s. There were books, for example, that looked at the process of curriculum improvement—such as Alice Miel’s Changing the Curriculum: A Social Process, George Sharp’s Curriculum Development as Re-Education of the Teacher, Hollis Caswell’s Curriculum Improvement in Public Schools, to cite just three—but these volumes were first efforts to describe the processes and generate hypotheses about curriculum change and school improvement.1 In Harold McNally and A. Harry Passow’s sequel to the Caswell volume, titled Improving the Quality of Public School Systems, seven descriptions of curriculum-improvement programs (state, county, city, and suburban districts) are used to develop “guidelines” for curriculum change.2 In 1964, Matthew B. Miles edited a volume titled... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 86 Number 1, 1984, p. 238-247
https://www.tcrecord.org ID Number: 950, Date Accessed: 8/18/2019 3:57:10 AM

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