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The Classroom Crucible: What Really Works, What Doesn't and Why


reviewed by Jeanne E. Amster 1992

coverTitle: The Classroom Crucible: What Really Works, What Doesn't and Why
Author(s): Edward Pauly
Publisher: Basic Books, New York
ISBN: 0465011519, Pages: 235, Year: 1992
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The Classroom Crucible argues that the essential relationships that determine the success or failure of the school experience are forged in individual classrooms by teachers and students independent of the prescriptive policies that dominate educational policy and research. Pauly accuses education researchers and school officials of focusing their energies only on policies that they can control directly rather than on enhancing daily life in classrooms. The classroom, with all of its complex relationships shaped over the long school year, forms the “crucible” that determines the potential for success and the possibility of failure for its members. In this primer for wise consumers of schooling, Pauly’s message is clear: Pay attention to and fight vigorously for the proper classroom setting containing the right mix of resources and students, and a teacher who is an impresario at combining these assets. As an analysis for policymakers robbed of resources, faced with limited personnel... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 94 Number 1, 1992, p. 173-174
http://www.tcrecord.org ID Number: 209, Date Accessed: 12/18/2017 11:46:52 AM

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  • Jeanne Amster
    The Ethical Culture-Fieldston Schools

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