Letters to a Serious Education President
2nd Revised edition
By (author) Seymour B. Sarason
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Letters to a Serious Education President by Seymour B. Sarason
Book Description'Letters to a Serious Education President provides sound advice for what it would take to provide all students in the United States with a high-quality education. There is wisdom and profound insights about how to improve public education in these letters, and of course, Sarason offers lots of common sense' - Pedro Noguera, Professor, The Steinhardt School of Education, New York University 'Letters to a Serious Education President underscores the brilliance of Sarason's observations about what is and continues to be missing in how we conceptualize and hence implement schooling in our society...Indeed, Sarason is calling for a different education--one that enlivens the curiosity and lifelong learning of all children and their teachers' - Rhona Weinstein, Professor, University of California, Berkeley In this new edition of his original insightful collection of letters to the first president of the 21st century, education luminary Seymour B. Sarason details how school reformers still have difficulty examining the differences between contexts of productive and unproductive learning. Originally written nearly 13 years ago, these letters are even more relevant in today's era of extreme mandates and accountability measures. It is in this context where Sarason's acute insight into why school reforms are failing that we must turn to the fundamental question of how we are teaching and supporting all students. Sarason's seemingly simple focus emphasizes that we must start with "what and where children are," inspiring and encouraging their natural curiosity for learning. Detailed within is coverage of: o An educational agenda beginning with children o The need for both repair and prevention in education o How classrooms extinguish curiosity o Educator preparation program reform o School downsizing o Dropping out as a response to an uncaring school culture o A critique of the No Child Left Behind Act, and more. Sarason's analysis and powerful letters are packed with humor, common sense, practical advice, and recommendations for reaching students in today's classrooms. They distinguish between the typical rhetoric of educational change and the necessary actions that affect present and future generations of students.
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Book DetailsISBN: 9781412926508
(229mm x 152mm x 11mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 15-Feb-2006
Country of Publication: United States
Books By Author Seymour B. Sarason
Centers for Ending, Paperback (March 2010)
This book combines a critical analysis of health care policy and practice with the reflections of one personally experiencing the issues of which he speaks. The book examines the impending surge in demand for facilities and personnel to care for the elderly.
Productive Learning, Paperback (October 2006)
This unique resource promotes the creation of productive learning contexts, which allow students to bring all that they are to the learning process, as essential to successful educational reform.
Political Leadership and Educational Failure, Hardback (February 1998)
leaders: he details the questions they must ask and the understandings they must secure if our public educational system is to be salvaged.
Crossing Boundaries, Hardback (October 1997)» View all books by Seymour B. Sarason
Once again, Sarason leads the way, with a unique and provocative perspective on organizational collaboration. In this penetrating work, Sarason and Lorenz tackle the problem of decreased in schools and health and social service agencies.
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Author Biography - Seymour B. Sarason
Seymour B. Sarason is Professor Emeritus of Psychology, Yale University. During his distinguished 48-year career, he has been one of the most astute observers and incisive critics of efforts to reform our schools. Among his more than 30 published books are The Predictable Failure of Educational Reform (1990), Schooling in America: Scapegoat or Salvation (1983), and The Culture of School and the Problem of Change (2nd ed., 1982).
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