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- W246163806 abstract "Manufacturing Crises in Education The model that appears to guide current policy development in education - constructing crises and crafting solutions - has a long and not particularly productive history. Mr. Cizek suggests a different approach. THERE IS a in American education. Or maybe there isn't. There used to be. Several, actually. But maybe there weren't. Maybe there always is. Policy making in American education seems to be made up mostly of responding or reacting. When a problem, issue, or situation arises that is not adequately addressed by existing mechanisms (e.g., legal, procedural, regulatory), policies are revised to better respond to the new context. The more serious the issue, the more far-reaching the policy making. A problem that reaches proportions cries out for remedy by legislators and policy makers. Unfortunately, from the perspective of those who comment from within the field, American education seems to be in a pervasive and continual state of This state of affairs has profound implications for the field of for the crafting of education policy, and for the promise of education reform. What Is a Crisis? On 22 October 1962 President Kennedy revealed that an offensive military build-up was occurring in Cuba. The subsequent air and naval blockade of Cuba created a tension between the United States and the Soviet Union so serious that the two countries began preparing for nuclear war. Six days later, Kennedy and Soviet Premier Khrushchev negotiated a diplomatic solution that eventually ended the The now famous Cuban Missile Crisis looms in American history as a clear illustration of a true crisis: an event or set of circumstances that threatens significant, irreversible harm. However, a need not portend only harm. A can also be a turning point for better or worse, or simply a moment. In American decisive moments - or at least claims of crises - are legion; decisive responses are far fewer; documented solutions are even rarer. Education in Crisis in all fields address problems, both theoretical and applied. Speaking specifically about Gene Glass stated the matter succinctly: Researchers do not solve problems, they set them.1 If that is the case, educational researchers are prolific indeed. If it seems that is an overused term in the vocabulary of the education profession, there is good reason: it is. Even a cursory review of the literature reveals that the claims of are enduring, omnipresent, and multifarious. The extent of crises in education. To gauge the extent to which educational problems are cast as crises, one can consult the writings of those within the profession. As part of a recent research project, I had occasion to review both published books and the ERIC database.2 The ERIC search encompassed materials published since 1966; the sample of books included materials from the 1930s to the present. A keyword search of ERIC entries revealed a total of 6,024 writings in education since 1966 that contain the keyword crisis. Using the same keyword, I identified 3,314 library holdings. Not all of these related to academic matters. For example, the search returned entries for crises related to such topics as energy, health care, mid-life, and so on. Refining the search using the combinations crisis and classroom, crisis and education, and crisis and school(s) produced a list of 4,027 ERIC citations and 260 library materials. Varieties of crises from A to W. Even limiting the search yielded hundreds of books and journal articles describing crises in American education. I divided these materials into logical sets. For example, some authors compared education problems in the U.S. with those in other countries. The American education system is apparently not the only one in …" @default.
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