Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
more >>

Announcements

Call for Book Chapters: Progressive Neoliberalism and Schooling

Research on Education in Africa, the Caribbean, and the Middle East

make a post | more >>

Dropout Prevention: Trinkets and Gimmicks or Deweyan Reconstruction?

by Joseph Gerics & Miriam Westheimer - 1988

New York's Dropout Prevention Initiative (DPI) is examined from the perspective of Dewey's educational philosophy. DPI employs an approach which "blames the victim" in contrast to the Deweyan approach which considers the social organization of schools as critical. Three components of DPI are critiqued: attendance incentives, career education, and alternative education. (Source: ERIC)

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Cite This Article as: Teachers College Record Volume 90 Number 1, 1988, p. 41-60
https://www.tcrecord.org ID Number: 465, Date Accessed: 9/19/2020 3:38:06 AM

Purchase Reprint Rights for this article or review

Article Tools
Full Text in PDF Format Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Joseph Gerics Teachers College, Columbia University Miriam Westheimer Teachers College, Columbia University

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: