Learning Lessons, Social Organization in the Classroom
Learning Lessons, Social Organization in the Classroom
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学习课程，课堂中的社会组织
DOI：
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发表时间：
1979
期刊：
影响因子：
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通讯作者：
H. Mehan
中科院分区：
文献类型：
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作者：
M. Amarel;H. Mehan
更多地依赖联邦税收美元，国家税收限制委员会的米尔顿·弗里德曼和阿瑟·拉特的想法，他的拉弗曲线理论围绕着通过减税来增加税基(第82页)。对联邦、州和地方控制教育和替代税源的问题提出了评论。有人指出，13号提案类型的措施可能会产生有益的后果。学区或许可以更有效率地运作，税收压力的理由可以作为采取长期需要的行动的借口，比如关闭不必要的学校。(这一理由曾在1978-79年被旧金山用来关闭学校。)第七章转载了卡特总统、约瑟夫·卡利法诺、曾傑瑞·布朗、加州公共教育总监兼教育总监威尔逊·里尔斯、家长教师协会的格雷斯·贝辛格、美国教师联合会的阿尔伯特·尚克、国家教育协会的约翰·赖尔、国家学校董事会的托马斯·香农的声明
greater reliance on federal tax dollars, the ideas of Milton Friedman of the National Tax Limitation Committee, and Arthur Latter "whose Laffer Curve Theory revolves around increasing the tax base by tax cuts" (p. 82). Comments are offered on problems of federal versus state versus local control of education and alternative tax sources. The point is made that beneficial consequences may occur as a result of Proposition 13-type measures. School districts could perhaps operate more efficiently, and the rationale of tax pressure could be used as an excuse to take long-needed action such as closing unnecessary schools. (This rationale was used in San Francisco to close schools in 1978-79.) The seventh chapter reprints statements by President Carter, Joseph Califano, Jerry Brown, California's Superintendent of Public Instruction and Director of Education Wilson Riles, Grace Baisinger of the P.T.A., Albert Shanker of the American Federation of Teachers, John Ryor of NEA, Thomas Shannon of the National School Boards