Diane Ravitch – författare

For many years, Diane Ravitch was among the country’s leading conservative thinkers on education. The cure for what ailed the school system was clear, she believed: high-stakes standardized testing, national standards, accountability, competition, charters, and vouchers. Then Ravitch saw what happened when these ideas were put into practice and recanted her long-held views. The problem was not bad teachers or failing schools, as conservatives claimed, but poverty. She denounced privatization as a hoax that did not help students and that harmed the public school system. She urged action to address the root causes of inequality.In this intimate and timely memoir of her life’s work as a historian and advocate, Ravitch traces her ideological evolution. She recounts her personal and intellectual journey: her childhood in Houston, her years among the New York intelligentsia, her service in government, and her leftward turn. Ravitch shares how she came to hold conservative views and why she eventually abandoned them, exploring her switch from championing standards-based curriculum and standardized testing to arguing for greater investment in professional teachers and in public schools. Bringing together candid reflections with decades of research on education, Ravitch makes a powerful case for becoming, as she calls herself, “an activist on behalf of public schools.”

For many years, Diane Ravitch was among the country’s leading conservative thinkers on education. The cure for what ailed the school system was clear, she believed: high-stakes standardized testing, national standards, accountability, competition, charters, and vouchers. Then Ravitch saw what happened when these ideas were put into practice and recanted her long-held views. The problem was not bad teachers or failing schools, as conservatives claimed, but poverty. She denounced privatization as a hoax that did not help students and that harmed the public school system. She urged action to address the root causes of inequality.In this intimate and timely memoir of her life’s work as a historian and advocate, Ravitch traces her ideological evolution. She recounts her personal and intellectual journey: her childhood in Houston, her years among the New York intelligentsia, her service in government, and her leftward turn. Ravitch shares how she came to hold conservative views and why she eventually abandoned them, exploring her switch from championing standards-based curriculum and standardized testing to arguing for greater investment in professional teachers and in public schools. Bringing together candid reflections with decades of research on education, Ravitch makes a powerful case for becoming, as she calls herself, “an activist on behalf of public schools.”

As we cross the threshold of a new century, which approaches are likely to improve public education? In this book, distinguished scholars discuss recent innovations—charter schools, contracting arrangements, and choice—designed to liberate educators from burdensome bureaucratic controls and improve the level of opportunity for all children.Focusing on the problems in cities, where far too many children have been denied access to quality institutions, the authors examine the lessons to be learned from Catholic schools, site-based management, private entrepreneurs, and specific developments in three cities—New York, Milwaukee, and Chicago. The authors, though realistic about the political and institutional obstacles that stand in the way of meaningful change, foresee the demise of the "one size fits all" approach to schooling. They envision a system of schools that is dynamic, diverse, performance based, and accountable; one that is supportive of professionals, responsive to creativity, intolerant of failure, and committed to high educational standards for all children.Contributors: Louann BierleinAnthony BrykJohn ChubbChester FinnPaul HillValerie LeePaul PetersonDiane RavitchJoseph P. ViterittiPriscilla Wohlstetter

Americans have reason to be concerned about the condition of American democracy at the start of the twenty-first century. Surveys show that civic participation has declined, cynicism about government has increased, and young people have a weak grasp of the principles that underlie our constitutional system. Crucial questions must be answered: How serious is the situation? What role do schools play in shaping civic behavior? Are current education reform initiatives—such as multiculturalism and school choice—counterproductive? How can schools contribute toward reversing the trend?This volume brings together leading thinkers from a variety of disciplines to probe the relation between a healthy democracy and education. Their original and provocative discussions cut across a range of important topics: the cultivation of democratic values, the formation of social capital in schools and communities, political conflict in a pluralist society, the place of religion in public life, the enduring problems of racial inequality. Gathering together the most current research and thinking on education and civil society, this is a book that deserves the attention of everyone who cares about the quality and future of American democracy.

The author of The Troubled Crusade and other important books and writings on education brings her own blend of sanity, common sense, and commitment to excellence to the problems of the nation's schools.

Many Americans view today's problems in education as an unprecedented crisis brought on by the rise of contemporary social problems. In Learning from the Past a group of distinguished educational historians and scholars of public policy reminds us that many current difficulties-as well as recent reform efforts-have important historical antecedents. What can we learn, they ask, from nineteenth-century efforts to promote early childhood education, or debates in the 1920s about universal secondary education, or the curriculum reforms of the 1950s? Reflecting a variety of intellectual and disciplinary orientations, the contributors to this volume examine major changes in educational development and reform, consider how such changes have been implemented in the past, and warn against , exaggerating their benefits. They address questions of governance, equity and multiculturalism, curriculum standards, school choice, and a variety of other issues. Policy makers and other school reformers, they conclude, would do well to investigate the past in order to appreciate the implications of the present reform initiatives.

City Schools brings together a distinguished group of researchers and educators for an in-depth look at the nation's largest school system. Topics covered include the changing demographics of city schools, the impending teacher shortage, reading instruction, special education, bilingual education, school governance, charter schools, choice, school finance reform, and the role of teacher unions. The book also provides fresh and fascinating perspectives on Catholic schools, Jewish day schools, and historically black independent schools. Diane Ravitch, Joseph P. Viteritti, and their coauthors explore pedagogical, institutional, and policy issues in an urban school system whose challenges are those of American urban education writ large. The authors conclude that we know a lot more about how to provide effective educational services for a diverse population of urban school children than performance data would suggest. Contributors: Dale Ballou, University of Massachusetts, Amherst * Stephan F.Brumberg, Brooklyn College * Mary Beth Celio, University of Washington * Gail Foster, Toussaint Institute * Michael Heise, Case Western University * Clara Hemphill, Public Education Association * Paul T. Hill, University of Washington * William G. Howell, Harvard University * Pearl Rock Kane, Columbia University * Frank J. Macchiarola, Saint Francis College * Melissa Marschall, University of South Carolina * Thomas Nechyba, Duke University * Paul E. Peterson, Harvard University * Christine Roch, Georgia State University * Christine H. Rossell, Boston University * Marvin Schick, Avi Chai Foundation * Mark Schneider, SUNY, Stony Brook * Lee Stuart, South Bronx Churches * Paul Teske, SUNY, Stony Brook * Emanuel Tobier, New York University * Joanna P. Williams, Columbia University

Named one of the Ten Best Books about New York City by the New York Times

American children spend a substantial part of their lives watching television and movies, playing video games, and listening to music containing explicit sex and violence. From Doom and Grand Theft Auto III to Eminem and Marilyn Manson, a strain of the popular culture has become increasingly toxic. One of the most pressing-and controversial-issues facing parents and educators in America today is understanding how exposure to these media affects the social and psychological development and behavior of children and teenagers. In Kid Stuff, Diane Ravitch and Joseph P. Viteritti bring together experts in media studies, child psychology, and public health to assess the dangers posed by "tox pop" to American society. Drawing on thirty years of research, the contributors find convincing evidence that such "entertainment" can harm children and teenagers, despite the self-serving denials of the media industry. Balancing their concerns for the welfare of children with respect for the First Amendment, Kid Stuff furthers the ongoing dialogue about how a democratic society can protect its children from the pernicious extremes of popular media. Contributors: Craig A.Anderson, Jeffrey Jensen Arnett, Peter G. Christenson, Edward Donnerstein, Jeanne B. Funk, Todd Gitlin, Kay S. Hymowitz, Elisabeth Lasch-Quinn, Nell Minow, Newton Minow, Thomas N. Robinson, Stacy L. Smith

The debate over public schools has become highly politicized, featuring movements dedicated to privatizing public schools and diminishing teacher professionalism. People who had long treasured their local public schools are now being told that our nation's schools are "failing," that we are not preparing children for "the global economy." Many of these purveyors of doom and gloom are working to disrupt public schools and have created their own purposely deceptive vocabulary to assist their efforts. In this important book, Ravitch and Bailey decipher and demystify the new language of education. They describe the key terms and groups currently embroiled in the corporate fight besieging schools. EdSpeak and Doubletalk is an essential resource for anyone seeking to gain deeper awareness and understanding about the fight for public education. It is also an excellent text for any university class that deals with teaching, educational administration, and policymaking.Book Features:Guides readers through the thickets of jargon and hype that often become sales pitches to unwary consumers.Exposes organizations and programs that are branded with positive promotional names but are often harmful to the most disadvantaged students.Shines a light on the language related to practices that are seriously endangering democratic public schools and the teaching profession.Includes an online glossary of new terms that will be updated by the authors.

The debate over public schools has become highly politicized, featuring movements dedicated to privatizing public schools and diminishing teacher professionalism. People who had long treasured their local public schools are now being told that our nation's schools are "failing," that we are not preparing children for "the global economy." Many of these purveyors of doom and gloom are working to disrupt public schools and have created their own purposely deceptive vocabulary to assist their efforts. In this important book, Ravitch and Bailey decipher and demystify the new language of education. They describe the key terms and groups currently embroiled in the corporate fight besieging schools. EdSpeak and Doubletalk is an essential resource for anyone seeking to gain deeper awareness and understanding about the fight for public education. It is also an excellent text for any university class that deals with teaching, educational administration, and policymaking.Book Features:Guides readers through the thickets of jargon and hype that often become sales pitches to unwary consumers.Exposes organizations and programs that are branded with positive promotional names but are often harmful to the most disadvantaged students.Shines a light on the language related to practices that are seriously endangering democratic public schools and the teaching profession.Includes an online glossary of new terms that will be updated by the authors.

Updating her highly acclaimed book, Diane Ravitch presents the latest information on the debate over national standards and assessments.""Ensuring a rigorous liberal education for all is asking a lot in a contentious democracy like ours. Is it possible to educate every child to the same high standards? Is it politically feasible? Will raising standards help or hinder poor minority children? Ravitch sees where these land mines are buried and her book provides an indispensable diagram for getting around them.""—The Wall Street Journal""A simple message lies at the heart of Diane Ravitch's new book.... If clear and consistent goals of learning could be set for all American children, rich and poor, gifted and ordinary, then all of these children would end up better educated than they now are likely to be.""—The New York Times""No one could be more qualified to write a book about national standards in education than Diane Ravitch.""—The Washington Times""The ongoing debate about national education standards and assessment in the U.S. has created as much confusion as it has solutions. What has been needed is an examination of the educational, historical, political, and social issues related to the development of such standards. Ravitch provides such a foundation.""—Choice

What is the outlook for educational reform in the United States? One of the most striking proposals has been to establish a system of national standards, which has raised many complex questions: Is it possible for the United States, with its history of extreme decentralization, to establish and enforce national standards for what students should know? Who will create these standards? What would be the role of the federal, state, and local governments?While the idea of national standards has been widely supported, many respected educators doubt their value from fear that such standards will institutionalize the lowest common denominator. Others cite the poor performance of U.S. students on international tests and insist that the U.S. will suffer because of this poor performance. The debate becomes even more intense when the question of assessment is posed. Is it possible to develop a national examination system tied to new standards? Should such tests be used to influence entry to colleges and jobs? Would the motivation of students to learn be increased if they knew that their performance would be reviewed by colleges and employers? Is it fair to set standards for students without setting standards for schools?To address these and other questions, this book, the result of a Brookings conference, brings together representatives of various viewpoints on the utility and equity of increasing the use of tests for students, teachers, and schools.The contributors are Chester Finn, Jr., the Edison Project; Daniel Koretz, RAND; Andrew Porter, Wisconsin Center for Education Research; Lauren Resnick, University of Pittsburgh; Roy Romer, Governor of Colorado; Albert Shanker, American Federation of Teachers; Theodore R. Sizer, Brown University; Marshall C. Smith, U.S. Department of Education; and Donald M. Stewart, The College Board.Brookings Dialogues on Public Policy

This book is titled Forgotten Heroes of American Education because it contains representative writings by significant educators who challenged mainstream thinking. The editors of this volume believe that the work of these thoughtful and important educators deserves to be remembered. They have been forgotten because in the great pedagogical battles of the twentieth century, they lost. Time and again, they battled with their Progressivist colleagues over the purpose and goals of elementary and secondary education. Because they lost the arguments, their role as leaders and thinkers was almost completely ignored by historians of education, who identified with the winners. We think this was a grand mistake. To honor the legacy of these eight educators, we have written this book and entitled it Forgotten Heroes of American Education.

This book is titled Forgotten Heroes of American Education because it contains representative writings by significant educators who challenged mainstream thinking. The editors of this volume believe that the work of these thoughtful and important educators deserves to be remembered. They have been forgotten because in the great pedagogical battles of the twentieth century, they lost. Time and again, they battled with their Progressivist colleagues over the purpose and goals of elementary and secondary education. Because they lost the arguments, their role as leaders and thinkers was almost completely ignored by historians of education, who identified with the winners. We think this was a grand mistake. To honor the legacy of these eight educators, we have written this book and entitled it Forgotten Heroes of American Education.