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000427763 001__ 427763
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000427763 010__ $$a  2007045678
000427763 020__ $$a9780807748596 (pbk. : alk. paper)
000427763 020__ $$a0807748595 (pbk. : alk. paper)
000427763 020__ $$a9780807748602 (alk. paper)
000427763 020__ $$a0807748609 (alk. paper)
000427763 035__ $$a(OCoLC)ocn180852122
000427763 040__ $$aDLC$$beng$$cDLC$$dBTCTA$$dBAKER$$dYDXCP$$dC#P$$dIXA$$dUKM$$dTSU$$dMUQ$$dDEBBG$$dOCL$$dOCLCQ
000427763 043__ $$an-us---
000427763 049__ $$aISEA
000427763 05000 $$aLA217$$b.C83 2008
000427763 08200 $$a370.973$$222
000427763 1001_ $$aCuban, Larry.
000427763 24510 $$aFrogs into princes :$$bwritings on school reform /$$cLarry Cuban.
000427763 260__ $$aNew York :$$bTeachers College Press,$$cc2008.
000427763 300__ $$axi, 204 p. :$$bill. ;$$c23 cm.
000427763 4901_ $$aMulticultural education series
000427763 504__ $$aIncludes bibliographical references and index.
000427763 5050_ $$a1962 : teaching at Glenville -- 1969 : teacher and community. Necessary revisions in teacher education. A role problem : teacher or social worker? An assessment of the proposed training model -- 1984 : transforming the frog into a prince : effective schools research, policy, and practice at the district level. District policies. Implementation strategies. Unanticipated consequences -- 1989 : the "at-risk" label and the problem of urban school reform. Framing the problem. The case against the graded school. Past efforts to redesign schools. The difficulty of redesign. Incremental change -- 1990 : reforming again, again, and again. Classrooms : teacher-centered instruction. Curriculum : the academic and the practical. Centralizing and decentralizing authority. Why do reforms appear again and again? A rational explanation for recurring reforms. Value conflicts : a political perspective. Institutional perspective. Concluding comments -- 2001 : leadership for student learning : urban school leadership : different in kind and degree. Nationalizing education reform. Learning from the past. Reforming schools--the current agenda. Dispelling some urban myths. An initial agenda for action -- 1993 : introduction to How teachers taught. Reforming schools and classrooms. Explanations for constancy and change -- 2006 : reflections on two decades of computers in classrooms. Introduction. 1:1 computing. A final word -- 2007 : hugging the middle : teaching in an era of testing and accountability. How have teachers taught? How are teachers teaching? A follow-up study of How teachers taught. Making sense of conflicting evidence -- Reflections on urban school reform.
000427763 650_0 $$aEducational change$$zUnited States.
000427763 650_0 $$aEducation and state$$zUnited States.
000427763 650_0 $$aEducation, Urban$$zUnited States.
000427763 650_0 $$aPublic schools$$zUnited States.
000427763 830_0 $$aMulticultural education series (New York, N.Y.)
000427763 85200 $$bgen$$hLA217$$i.C83$$i2008
000427763 909CO $$ooai:library.usi.edu:427763$$pGLOBAL_SET
000427763 980__ $$aBIB
000427763 980__ $$aBOOK