The “Grammar” of Schooling: Why Has it Been so Hard to Change?
Item
Title
The “Grammar” of Schooling: Why Has it Been so Hard to Change?
Abstract/Description
Why have the established institutional forms of schooling been so stable and why did most challenges fade or become marginalized? We approach these questions by probing a few case studies of reform, some that lasted to become part of the grammar of schooling and some that did not. We begin by exploring the origins of two enduring institutional forms, the graded school and the Carnegie unit. Next we analyze the history of three transient attacks on the grammar of schooling: the Dalton Plan, the Eight-Year Study, and the new model flexible high school of the 1960s. In each case political and institutional perspectives inform our interpretations. Finally, we reflect on what the case studies suggest about the nature of institutional continuity and change and offer some policy implications for reform today.
Author/creator
Date
In publication
Volume
31
Issue
3
Pages
453-479
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Historical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0002-8312
Citation
Tyack, D., & Tobin, W. (1994). The “Grammar” of Schooling: Why Has it Been so Hard to Change? American Educational Research Journal, 31(3), 453–479. https://doi.org/10.3102/00028312031003453
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