Overview
The comprehensive high school model emerged from the early 20th century struggle for a unitary as opposed to a dual system of secondary education and was outlined in the report of the Commission on the Reorganization of Secondary Education, The Cardinal Principles of Secondary Education (1918). In this study, Wraga traces the development of the model in the United States, evaluating (among other things) the influence of sociopolitical forces on the historical interpretations of the model. In the first book-length historical study of the comprehensive high school, he assesses the impact of successive reform movements on the model and offers recommendations for enhancing its effectiveness.
Full Product Details
Author: William G. Wraga, Professor Emeritus, Mary Frances Early College of Education, University of
Publisher: University Press of America
Imprint: University Press of America
Dimensions:
Width: 14.50cm
, Height: 2.10cm
, Length: 22.10cm
Weight: 0.458kg
ISBN: 9780819191625
ISBN 10: 0819191620
Pages: 286
Publication Date: 22 December 1993
Audience:
General/trade
,
General
Format: Hardback
Publisher's Status: Out of Print
Availability: Awaiting stock
Reviews
William Wraga's study is vitally contemporary. Few historical studies have such relevance to the life and times of the rising generation and to future generations. Wraga insightfully examines the curricular issues attached to the comprehensive high school and the wider social implications....He traces the great expectations for this unique institution as well as its unrealized potentials.>>>--Robert Lowe From The Foreword By Daniel Tanner
Wraga's bredth of reading is impressive...--Robert Lowe
Wraga's bredth of reading is impressive. -- Robert Lowe, HISTORY OF EDUCATION QUARTERLY
William Wraga's study is vitally contemporary. Few historical studies have such relevance to the life and times of the rising generation and to future generations. Wraga insightfully examines the curricular issues attached to the comprehensive high school and the wider social implications...He traces the great expectations for this unique institution as well as its unrealized potentials. -- Robert Lowe From The Foreword By Daniel Tanner Wraga's bredth of reading is impressive... -- Robert Lowe Wraga's bredth of reading is impressive... -- Robert Lowe William Wraga's study is vitally contemporary. Few historical studies have such relevance to the life and times of the rising generation and to future generations. Wraga insightfully examines the curricular issues attached to the comprehensive high school and the wider social implications...He traces the great expectations for this unique institution as well as its unrealized potentials. -- Robert Lowe From The Foreword By Daniel Tanner
Author Information
William G. Wraga is a school administrator in New Jersey.
