Introduction
If there are two truths nearly universally recognized in the history of American schooling, they are that Americans have an unwavering faith in schooling to transform the individual and society for the better and that American schools are deficient and in need of reform. These two beliefs – limitless potential and inadequate realization – have combined historically to make school reform something of a national pastime. This entry explores the political, cultural, and organizational dynamics that animate the constant drive for school reform and that have produced the sense – not wholly unwarranted – of constant failure and the need for still more reform. The first section explores the political and organizational features of schools that have given rise historically to one major source of calls for school...
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Hutt, E.L. (2017). School Development and School Reforms. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_4
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DOI: https://doi.org/10.1007/978-981-287-588-4_4
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