ERIC Number: ED252621
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
Getting What We Ask For: The Ambiguity of Success and Failure in Urban Education. Contributions to the Study of Education, Number 12.
Payne, Charles M.
The problems of education in an inner city environment seem intractable, but this book offers a hopeful prescription. It argues that the problems have appeared insoluble in part because observers have been more committed to certain ideological, methodological, and theoretical fashions than to understanding what might work. On the basis of fieldwork at a Chicago high school with one of the city's worst records, the case is presented that a careful view of the school's disorders shows not unrelieved failure but an institution that has achieved some specific successes. For example, some teachers consistently elicit school-appropriate behavior from the very students who terrorize other teachers. The case is made that teachers, administrators, and students alike maintain a vested interest in patterns that continue to fail instead of learning from their successes. A parallel case is made for academic failure, on the grounds that here, too, entrenched patterns that sustain failure affect all parties. Administrative leadership, it is maintained, is the key to change. As an intellectual issue the problem of inner-city education is virtually solved: enough is known about how to teach these children effectively. However, the problem remains of how to mobilize the resources to do so. (RDN)
Descriptors: Academic Achievement, Academic Failure, Case Studies, Educational Research, Educational Theories, Educationally Disadvantaged, Equal Education, Leadership Responsibility, Secondary Education, Student Attitudes, Student Behavior, Success, Teacher Effectiveness, Teacher Student Relationship, Urban Schools
Greenwood Press, 88 Post Road West, Box 5007, Westport, CT 06881 ($29.95).
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A