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The Classroom Crucible: What Really Works, What Doesn't, And Why, by Edward Pauly
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According to Edward Pauly, education reformers have looked everywhere except the classroom, where education really takes place. Drawing on in-depth interviews, this brilliant book shows that, more than anything else, it is the give-and-take between students and teachers that determines what is actually taught and learned.
- Sales Rank: #5616758 in Books
- Published on: 1992-09-30
- Original language: English
- Number of items: 1
- Dimensions: 8.50" h x .57" w x 5.50" l, .73 pounds
- Binding: Paperback
- 256 pages
- ISBN13: 9780465011513
- Condition: New
- Notes: BRAND NEW FROM PUBLISHER! 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!
From Publishers Weekly
The setting shared by students and teachers is analyzed here by an associate at the Manpower Demonstration Research Group in Manhattan. The daily experiences of students and teachers in the classroom are, in his opinion, central to school reform, a patently evident proposition often overlooked as current educational research has largely concentrated on issues of curricula, methods of instruction, and teacher certification. Interactions between teachers and students are examined and suggestions made for ways that teachers, administrators and parents can improve classroom learning. With the failure of so many prescriptive policies and programs to enhance educational excellence, Pauly's realistic and concrete approach to the learning place merits attention.
Copyright 1991 Reed Business Information, Inc.
From Library Journal
The United States has been debating how to make schools work since news of the orbiting Sputnik hit home during the 1950s. However, by most accounts, kids' test scores are in a state of decline. According to Pauly, an educational researcher at the Manpower Demonstration Group in New York, the answer is not system-wide policy changes or more money for new curricula, but rather more academic freedom for teachers and students to facilitate successful teaching and learning strategies in the "crucible" of the classroom. He comes to this conclusion based on the research of James Coleman and others, which revealed that individual student achievement within schools varies and that "a student who attends a particular school is not educated in the whole school," but rather "in particular classrooms within that school." The discovery of classroom differences shows "that classrooms and the people in them are at the core of successful schooling." Recommended for academic and public libraries supporting education collections.
- Jef frey R. Herold, Bucyrus P.L., Ohio
Copyright 1991 Reed Business Information, Inc.
Most helpful customer reviews
1 of 1 people found the following review helpful.
The Truth About How Effective Schooling Happens
By William G. Harman
I was referencing The Classroom Crucible for a colleague, pointing him to it on Amazon, and saw that there were no reviews for it, which I think is astounding. I am an education professor concerned with the idea of student-teacher interaction, classroom communities, etc. This book preceded and predicted the profession's consideration of learning communities.
The book explains classrooms as political arenas in which power has to be productively shared in order for relationships to be built that enable all the participants to learn. This is a great truth about effective schooling that is entirely bypassed by the standards regime from NCLB to the Common Core, and is utterly disregarded by EdTPA in teacher preparation. The teacher-student daily interactions and relationships that establish community and its operation are the heart of great teaching and great classroom learning. Pauly makes a convincing argument that this is so, employing quantitative and qualitative data. This book should be a classic - one of the primary guides to making education better in the United States. Instead, so far, it remains relatively unknown, with so far only one review on Amazon.
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