Praise for Liberating Learning "Moe and Chubb have delivered a truly stunning book, rich with the prospect of how technology is already revolutionizing learning in communities from Midland, Pennsylvania to Gurgaon, India. At the same time, this is a sobering telling of the realpolitik of education, a battle in which the status quo is well defended. But most of all, this book is a call to action, a call to unleash the power of technological innovation to create an education system worthy of our aspirations and our childrens' dreams." —Ted Mitchell, CEO of the New Schools Venture Fund "As long as we continue to educate students without regard for the way the real world works, we will continue to limit their choices. In Liberating Learning, Terry Moe and John Chubb push us to ask the questions we should be asking, to have the hard conversations about how far technology can go to advance student achievement in this country." —Michelle Rhee, Chancellor of Education for the Washington, D.C. schools "A brilliant analysis of how technology is destined to transform America's schools for the better: not simply by generating new ways of learning, but also—and surprisingly—by unleashing forces that weaken its political opponents and open up the political process to educational change. A provocative, entirely novel vision of the future of American education." —Rick Hanushek, the Paul and Jean Hanna Senior Fellow at the Hoover Institution, Stanford University "Terry Moe and John Chubb, two long-time, astute observers of educational reform, see technology as the way to reverse decades of failed efforts. Technology will facilitate significantly more individualized student learning—and perhaps most importantly, technology will make it harder and harder for the entrenched adult interests to block the reforms that are right for our kids. This is a provocative, informative and, ultimately, optimistic read, something we badly need in public education." —Joel Klein, Chancellor of the New York City schools

Liberating Learning: Technology, Politics, and the Future of American Education

Education & Teaching

Moe, Terry M.

Chubb, John E.

Schools & Teaching

Jossey-Bass Inc Pub

Interest Groups and the Bureaucracy: The Politics of Energy

Business & Money

Stanford University Press

Politics, Markets, and America's Schools

During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.

Politics & Social Sciences

Sociology

Brookings Institution Press

During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.

Now, in this firsthand look at school reform in Great Britain, John E. Chubb and Terry M. Moe show how the landmark Education Reform Act of 1988 imposed a radically new framework on British education—a framework built on the same types of reforms that American activists have been proposing for years: school-based management, choice, and accountability. The authors assess the sucess of the British experience with school choice and contends that it can well serve as a model for American school reform.

A Lesson in School Reform from Great Britain

John Chubb shows how we can raise student achievement to levels comparable to those of the best nations in the world through a radically new strategy for raising teacher quality. He asserts that we must attract and retain much higher caliber individuals in teaching, which we can accomplish by reducing the size and increasing the compensation of the teaching force via technology, abolishing licensing and training teachers in institutions and programs that have demonstrated their efficacy in producing effective, and improving the quality of school leadership, on which teaching quality heavily depends.

The Best Teachers in the World: Why We Don't Have Them and How We Could (Hoover Institution Press Publication (Hardcover)) (Volume 630)

Hoover Institution Press

John Chubb shows how we can raise student achievement to levels comparable to those of the best nations in the world through a radically new strategy for raising teacher quality. He asserts that we must attract and retain much higher-caliber individuals in teaching, which we can accomplish by reducing the size and increasing the compensation of the teaching force via technology, abolishing licensing and training teachers in institutions and programs that have demonstrated their efficacy in producing effective, and improving the quality of school leadership, on which teaching quality heavily depends.

The Best Teachers in the World: Why We Don't Have Them and How We Could (Hoover Institution Press Publication)

Learning from No Child Left Behind: How and Why the Nation's Most Important but Controversial Education Law Should Be Renewed (Hoover Institution Press Publication)

Hoover Inst Pr

The author, writing on behalf of Hoover's Koret task Force on K–12 Education, presents a convincing case that, despite the controversy it has ignited, the No Child Left Behind (NCLB) law is making a positive difference and should be renewed. He outlines ten specific lessons and recommendations that identify the strengths and weaknesses of NCLB and offers suggestions for improving the law, building on its current foundation.

Specialties

See the best price to sell, buy, or rent books by Chubb, John E.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Chubb, John E.

See the best price to sell, buy, or rent books by Chubb, John E.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Liberating Learning: Technology, Politics, and the Future of American Education

Interest Groups and the Bureaucracy: The Politics of Energy

Politics, Markets, and America's Schools

Politics, Markets, and America's Schools

A Lesson in School Reform from Great Britain

The Best Teachers in the World: Why We Don't Have Them and How We Could (Hoover Institution Press Publication (Hardcover)) (Volume 630)

The Best Teachers in the World: Why We Don't Have Them and How We Could (Hoover Institution Press Publication)

Learning from No Child Left Behind: How and Why the Nation's Most Important but Controversial Education Law Should Be Renewed (Hoover Institution Press Publication)

Learning from No Child Left Behind: How and Why the Nation's Most Important but Controversial Education Law Should Be Renewed (Hoover Institution Press Publication)