ERIC Number: ED276149
Record Type: RIE
Publication Date: 1986
Selling Students Short: Classroom Bargains and Academic Reform in the American High School.
Sedlak, Michael W.; And Others
High school educators and students appear to have struck an implicit "bargain" that results in a deemphassis on academic learning. This book analyzes current proposals to enhance educational standards in light of the influence of this bargaining in classrooms. In so doing, it explores recent scholarship bearing on personal relations and organizational dynamics that determine what schools do. The book also examines how role relations among students, teachers, and administrators are shaped by and affect academic standards. The book is divided into three parts. Part 1, "Students," includes six sections: "Student Disengagement and Academic Learning,""The Diploma,""Content: The High School Course of Study,""Student Employment and Extracurricular Activities,""Elementary and Higher Education," and "Attendance and Discipline." Part 2, "Teachers" consists of two sections, "Teachers: Autonomy and Quality" and "Teacher Reforms." Part 3 is entitled "Organizations." The book's conclusion is that proposed reforms have not only failed to address the bargain between educators and students but may have exacerbated its consequences. Unless a new bargain is struck, the implicit learning climate in high schools will not change. (CJH)
Descriptors: Academic Standards, Curriculum Evaluation, Educational Change, Elementary Secondary Education, Graduation Requirements, Group Dynamics, High Schools, Higher Education, Informal Organization, Interpersonal Relationship, School Organization, Student Attitudes, Student Employment, Student School Relationship, Teacher Student Relationship, Teaching (Occupation)
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 ($14.95, paperback--ISBN-0-8077-2817-9; $28.95, hardback--ISBN-0-8077-2828-7).
Publication Type: Collected Works - General; Opinion Papers
Education Level: N/A
Audience: Practitioners; Students
Authoring Institution: N/A