The Trouble with Ed Schools
Other Editions of This Title:
American schools of education get little respect. They are portrayed as intellectual wastelands, as impractical and irrelevant, as the root cause of bad teaching and inadequate learning. In this book a sociologist and historian of education examines the historical developments and contemporary factors that have resulted in the unenviable status of ed schools, offering valuable insights into the problems of these beleaguered institutions.
David F. Labaree explains how the poor reputation of the ed school has had important repercussions, shaping the quality of its programs, its recruitment, and the public response to the knowledge it offers. He notes the special problems faced by ed schools as they prepare teachers and produce research and researchers. And he looks at the consequences of the ed school's attachment to educational progressivism. Throughout these discussions, Labaree maintains an ambivalent position about education schoolsadmiring their dedication and critiquing their mediocrity, their romantic rhetoric, and their compliant attitudes.
Praise For The Trouble with Ed Schools…
This valuable book examines the historical developments and contemporary factors that have resulted in the unenviable status of American schools of education—often portrayed as intellectual wastelands, impractical and irrelevant—and it offers valuable insights into the problems of these beleaguered institutions.
“A lively and persuasive analysis of the trouble with ed schools. It will undoubtedly be discussed—and argued about—within the education policy community.”—Barbara Beatty, Wellesley College
"David Labaree provides a provocative perspective on the challenges facing schools of education, reminding the reader of both their strengths and weaknesses. His final recommendations are not necessarily encouraging, but they are important reflections of the problems and opportunities facing students and professors in schools of education."-Philo Hutcheson, Georgia State University
Yale University Press, 9780300103502, 256pp.
Publication Date: November 1, 2004