Details

Subject(s)

• Public Schools of the District of Columbia—Evaluation [Browse]
• Public schools—Washington (D.C.)—Sociological aspects [Browse]
• Curriculum change—Washington (D.C.) [Browse]
• Education and state—Washington (D.C.) [Browse]
• Knowledge, Sociology of. [Browse]

Series

• Counterpoints (New York, N.Y.); v. 251. [More in this series]
• Counterpoints, 1058-1634 ; v. 251

Summary note

"Anna Kinsman's analysis of the public school system in Washington, D.C. is a normative critique of policies and procedures, which are often taken for granted. Kinsman's study draws from sixteen years of participant observation as a high school teacher in the District of Columbia Public School System. Her work is intellectually rigorous but accessible, often punctuated by anecdotal humor and irony. Using her insider's viewpoint, Kinsman has created a valuable policy study for educators, political scientists, and sociologists."--BOOK JACKET.

Bibliographic references

Includes bibliographical references (p. [169]-174).

Action note

Committed to retain in perpetuity — ReCAP Shared Collection (HUL)

Contents

• Scope and theoretical approach of study
• Educational standards and the tradition of scientific management
• The District of Columbia public schools Post-Brown to the Sizemore Affair
• Competency based curriculum: scientific management regains control
• Transition: from competency based curriculum to corporate control
• The year of the standards specialists
• The dictatorship of the "They": fallen Dasein in the District of Columbia public schools
• The District of Columbia public schools in a state of anomie.

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ISBN

0820467960 (pbk. : alk. paper)

LCCN

^^2003004251

OCLC

51753158

RCP

H - S

Statement on language in description

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