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This collection of often inspiring and always pragmatic essays details the distinctions between "great American schools" schools that demand a powerful and democratic education for all students and those that, unwittingly or not, reinforce inequities by providing a superior education for some students and mediocrity for the rest. Carl D. Glickman examines the real issues that practitioners face in regard to school change, classroom improvement, public purpose, instructional leadership, teacher development, and policies for accountability, standards, and authority. He begins this collection by offering fresh perspectives on schools, leadership, and characteristics of powerful schools. The author then provides practical insights about improving teaching and learning, defining democratic learning, searching for certainty in educational reform, and wrestling with the dilemmas of today′s standards and assessment mandates. Those who believe that public education is the lever for creating a more just, healthy, and equitable democracy for all will find in this book the ideas, cases, and applications for making such a vision a reality.
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