001478312 000__ 05338nam\a22009015i\4500 001478312 001__ 1478312 001478312 003__ DE-B1597 001478312 005__ 20231026034856.0 001478312 006__ m\\\\\o\\d\\\\\\\\ 001478312 007__ cr\un\nnnunnun 001478312 008__ 221201t20072007mau\\\\\o\\d\z\\\\\\eng\d 001478312 020__ $$a9780674030091 001478312 0247_ $$a10.4159/9780674030091$$2doi 001478312 035__ $$a(DE-B1597)584949 001478312 035__ $$a(OCoLC)1322125294 001478312 040__ $$aDE-B1597$$beng$$cDE-B1597$$erda 001478312 0410_ $$aeng 001478312 044__ $$amau$$cUS-MA 001478312 050_4 $$aLC1085.2 ǂb C83 2004eb 001478312 072_7 $$aEDU034000$$2bisacsh 001478312 08204 $$a371.1950973 001478312 1001_ $$aCuban, Larry, $$eauthor.$$4aut$$4http://id.loc.gov/vocabulary/relators/aut 001478312 24514 $$aThe Blackboard and the Bottom Line :$$bWhy Schools Can't Be Businesses /$$cLarry Cuban. 001478312 264_1 $$aCambridge, MA : $$bHarvard University Press, $$c[2007] 001478312 264_4 $$c©2007 001478312 300__ $$a1 online resource (272 p.) 001478312 336__ $$atext$$btxt$$2rdacontent 001478312 337__ $$acomputer$$bc$$2rdamedia 001478312 338__ $$aonline resource$$bcr$$2rdacarrier 001478312 347__ $$atext file$$bPDF$$2rda 001478312 50500 $$tFrontmatter -- $$tCONTENTS -- $$tIntroduction: Business and School Reform -- $$t1 The Logic of the Reforms -- $$t2 How the Reforms Have Changed Schools -- $$t3 Why Schools Have Adopted the Reforms -- $$t4 Limits to Business Influence -- $$t5 Are Public Schools like Businesses? -- $$t6 Has Business Influence Improved Schools? -- $$tNotes -- $$tAcknowledgments -- $$tIndex 001478312 506__ $$aAccess limited to authorized users. 001478312 520__ $$a"Ford Motor Company would not have survived the competition had it not been for an emphasis on results. We must view education the same way," the U.S. Secretary of Education declared in 2003. But is he right? In this provocative new book, Larry Cuban takes aim at the alluring cliché that schools should be more businesslike, and shows that in its long history in business-minded America, no one has shown that a business model can be successfully applied to education. In this straight-talking book, one of the most distinguished scholars in education charts the Gilded Age beginnings of the influential view that American schools should be organized to meet the needs of American businesses, and run according to principles of cost-efficiency, bottom-line thinking, and customer satisfaction. Not only are schools by their nature not businesslike, Cuban argues, but the attempt to run them along business lines leads to dangerous over-standardization--of tests, and of goals for our children. Why should we think that there is such a thing as one best school? Is "college for all" achievable--or even desirable? Even if it were possible, do we really want schools to operate as bootcamps for a workforce? Cuban suggests that the best business-inspired improvement for American education would be more consistent and sustained on-the-job worker training, tailored for the job to be done, and business leaders' encouragement--and adoption--of an ethic of civic engagement and public service. 001478312 538__ $$aMode of access: Internet via World Wide Web. 001478312 546__ $$aIn English. 001478312 5880_ $$aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 01. 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