ERIC Number: ED326533
Record Type: RIE
Publication Date: 1990-Nov
Reference Count: N/A
Tyrannical Machines. A Report on Educational Practices Gone Wrong and Our Best Hopes for Setting Them Right.
Cheney, Lynne V.
This analysis of educational practices in the United States takes the position that a number of practices, including the way teachers are trained, textbooks selected, and college and university faculty rewarded, have become institutionalized and endure in spite of the reform efforts of the past decade. These practices, once established on a large scale, became both counterproductive and resistant to change. A reform agenda is suggested, establishing and encouraging alternatives. These include: (1) parental choice of elementary/secondary schools; (2) alternative paths to certification for prospective teachers; (3) alternatives to the mechanical criteria commonly used to select textbooks; (4) alternatives to the Scholastic Aptitude Test (SAT) such as the National Assessment of Educational Progress; (5) inservice opportunities for teachers to study their subjects; (6) paths to recognition and reward for college faculty that emphasize teaching as well as research; and (7) well-informed choices for college selection for students and parents. The value of cultural and educational programs--"the parallel school" offered by museums, libraries, the theater, and exemplary television presentations--is discussed. (140 endnotes) (JD)
Descriptors: Alternative Teacher Certification, Educational Change, Elementary Secondary Education, Higher Education, Instructional Effectiveness, Liberal Arts, Museums, Parent School Relationship, Professional Recognition, School Choice, Teaching Load, Testing, Textbook Selection
Office of Publications and Public Affairs, National Endowment for the Humanities, 1100 Pennsylvania Ave., NW, Washington, DC 20506.
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Authoring Institution: National Endowment for the Humanities (NFAH), Washington, DC.