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ERIC Number: ED566616
Record Type: Non-Journal
Publication Date: 2016-Jun
Pages: 27
Abstractor: As Provided
Reference Count: 59
Scientific Management Still Endures in Education
Ireh, Maduakolam
Online Submission
Some schools in America have changed, while others remain unchanged due largely to the accretion of small adjustments in what remains a very traditional enterprise. The problem is rooted in the propagation and adoption of scientific management by educators who applied and/or continues to apply it to education to restore order and for accountability. This essay discusses the enduring legacies of Fredrick Taylor's scientific management in American schools and contends that contemporary administrative practices should completely demystify this taunting philosophy around which the management of many schools in America continue to be structured. Critical analysis of the historical relationship between scientific management principles and the administration of American public education, discussion of the propagation of scientific management by popular early American school administrators, critique of scientific control of competence and accountability in education, and a critical analysis of the link between scientific management tasks and learning outcomes in American education are provided.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A