Give Us This Day Our Daily Dread: Manufacturing Crises in Education

Phi Delta Kappan

Volumn 80, Issue 10, 1999, Pages 737-743

  Cizek, Gregory J ^a  

^a UNIVERSITY OF TOLEDO   (United States)

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EID: 0347565987     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (41)

1. Gene V Glass, "What Works: Politics and Research," Educational Researcher, March 1987, p. 9.
2. I included in my ERIC search only materials coded as "EJ." This code is used for materials appearing in education-related periodicals and does not include other unpublished educational documents, coded "ED." I used the holdings of a medium-sized public university for reviewing books and other nonprint materials. Obviously, the holdings of a single library do not capture the universe of published works on the topic. However, if a bias existed, it would be in favor of including more popular and influential works.
3. George Z. F. Bereday, Essays on World Education: The Crisis of Supply and Demand (New York: Oxford University Press, 1967).
4. To provide citations for all the writings my search on crises yielded would unnecessarily clutter this article. Interested readers can find these citations, as well as more detailed information on the study design, in Gregory J. Cizek and Vidya Ramaswamy, "American Educational Policy: Constructing Crises and Crafting Solutions," in Gregory J. Cizek, ed., Handbook of Educational Policy (San Diego: Academic Press, 1999), pp. 497-519.
5. Andrew R. Molnar, "The Next Great Crisis in American Education: Computer Literacy," AEDS Journal, Fall 1978, pp. 11-20.
6. Robert A. Gundlach, "Is There a Writing Crisis in the High School?," Momentum, December 1981, p. 14.
7. Sidney R. Miller, "A Crisis in Appropriate Education: The Dearth of Data on Programs for Secondary Handicapped Adolescents," Journal of Special Education, vol. 15, 1981, pp. 351-60.
8. Joseph S. Renzulli and Sally M. Reis, "The Reform Movement and the Quiet Crisis in Gifted Education," Gifted Child Quarterly, vol. 35, 1991, pp. 26-35.
9. Molnar, op. cit.
10. For examples in which authors rely primarily on discrepancy data to support claims of crisis in proportional representation of various ethnic groups in the teaching profession, see Sabrina H. King, "On the Limited Presence of African-American Teachers," Review of Educational Research, vol. 63, 1993, pp. 115-49; and Xue L. Rong and Judith Priessle, "The Continuing Decline in Asian American Teachers," American Educational Research Journal, vol. 34, 1997, pp. 267-93. For a critique of the use of discrepancy data in support of these claims, see Gregory J. Cizek, "On the Limited Presence of African American Teachers: An Assessment of Research, Synthesis, and Policy Implications," Review of Educational Research, vol. 65, 1995, pp. 78-92.
11. For examples in which authors rely primarily on discrepancy data to support claims of crisis in proportional representation of various ethnic groups in the teaching profession, see Sabrina H. King, "On the Limited Presence of African-American Teachers," Review of Educational Research, vol. 63, 1993, pp. 115-49; and Xue L. Rong and Judith Priessle, "The Continuing Decline in Asian American Teachers," American Educational Research Journal, vol. 34, 1997, pp. 267-93. For a critique of the use of discrepancy data in support of these claims, see Gregory J. Cizek, "On the Limited Presence of African American Teachers: An Assessment of Research, Synthesis, and Policy Implications," Review of Educational Research, vol. 65, 1995, pp. 78-92.
12. For examples in which authors rely primarily on discrepancy data to support claims of crisis in proportional representation of various ethnic groups in the teaching profession, see Sabrina H. King, "On the Limited Presence of African-American Teachers," Review of Educational Research, vol. 63, 1993, pp. 115-49; and Xue L. Rong and Judith Priessle, "The Continuing Decline in Asian American Teachers," American Educational Research Journal, vol. 34, 1997, pp. 267-93. For a critique of the use of discrepancy data in support of these claims, see Gregory J. Cizek, "On the Limited Presence of African American Teachers: An Assessment of Research, Synthesis, and Policy Implications," Review of Educational Research, vol. 65, 1995, pp. 78-92.
13. Max A. Sobel, "The Crisis in Mathematics Education," Educational Horizons, vol. 61, 1983, pp. 55-56.
14. See Lynn Corno, "The Best Laid Plans: Modern Conceptions of Volition and Educational Research," Educational Researcher, March 1993, pp. 14-22;
15. and Susan D. Holloway, "Concepts of Ability and Effort in Japan and the United States," Review of Educational Research, vol. 58, 1988, pp. 327-45.
16. Edward L. Deci et al., "Motivation and Education: The Self-Determination Perspective," Educational Psychologist, vol. 26, 1991, pp. 325-46.
17. Nathan Caplan, Marcella H. Choy, and John K. Whitmore, "Indochinese Refugee Families and Academic Achievement," Scientific American, February 1992, pp. 36-42.
18. Refinement of a claim of crisis or mild dissent can be found, for example, in William Ayers, "Can City Schools Be Saved?," Educational Leadership, May 1994, pp. 60-63, in which the author describes a selective crisis in American education. Dona Kagan and Deborah Tippins explored the benevolent aspects of an educational crisis in "Benefits of Crisis: The Genesis of a School-University Partnership," Action in Teacher Education. Winter 1993/1994, pp. 68-73. And Mario D. Fantini, "Toward a National Policy for Urban Education," Phi Delta Kappan, April 1982, pp. 544-46, urged an end to the crisis-oriented approach to problems in urban schools. Dissent is also evident in Paul D. Houston and Joe Schneider, "Drive-by Critics and Silver Bullets," Phi Delta Kappan, June 1994, pp. 779-82, though the authors did not directly refute the notion of trouble in the American education system but objected to the process used for the U.S. Department of Education's state-by-state ranking of academic performance. Until the publication of David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (Reading, Mass.: Addison Wesley, 1995), the strongest voice of dissent had been Gerald Bracey's. His annual commentaries on the condition of public education have been published in the Kappan since 1991 and reflect the same ideas presented in Berliner and Biddle's book.
19. Refinement of a claim of crisis or mild dissent can be found, for example, in William Ayers, "Can City Schools Be Saved?," Educational Leadership, May 1994, pp. 60-63, in which the author describes a selective crisis in American education. Dona Kagan and Deborah Tippins explored the benevolent aspects of an educational crisis in "Benefits of Crisis: The Genesis of a School-University Partnership," Action in Teacher Education. Winter 1993/1994, pp. 68-73. And Mario D. Fantini, "Toward a National Policy for Urban Education," Phi Delta Kappan, April 1982, pp. 544-46, urged an end to the crisis-oriented approach to problems in urban schools. Dissent is also evident in Paul D. Houston and Joe Schneider, "Drive-by Critics and Silver Bullets," Phi Delta Kappan, June 1994, pp. 779-82, though the authors did not directly refute the notion of trouble in the American education system but objected to the process used for the U.S. Department of Education's state-by-state ranking of academic performance. Until the publication of David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (Reading, Mass.: Addison Wesley, 1995), the strongest voice of dissent had been Gerald Bracey's. His annual commentaries on the condition of public education have been published in the Kappan since 1991 and reflect the same ideas presented in Berliner and Biddle's book.
20. Refinement of a claim of crisis or mild dissent can be found, for example, in William Ayers, "Can City Schools Be Saved?," Educational Leadership, May 1994, pp. 60-63, in which the author describes a selective crisis in American education. Dona Kagan and Deborah Tippins explored the benevolent aspects of an educational crisis in "Benefits of Crisis: The Genesis of a School-University Partnership," Action in Teacher Education. Winter 1993/1994, pp. 68-73. And Mario D. Fantini, "Toward a National Policy for Urban Education," Phi Delta Kappan, April 1982, pp. 544-46, urged an end to the crisis-oriented approach to problems in urban schools. Dissent is also evident in Paul D. Houston and Joe Schneider, "Drive-by Critics and Silver Bullets," Phi Delta Kappan, June 1994, pp. 779-82, though the authors did not directly refute the notion of trouble in the American education system but objected to the process used for the U.S. Department of Education's state-by-state ranking of academic performance. Until the publication of David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (Reading, Mass.: Addison Wesley, 1995), the strongest voice of dissent had been Gerald Bracey's. His annual commentaries on the condition of public education have been published in the Kappan since 1991 and reflect the same ideas presented in Berliner and Biddle's book.
21. Refinement of a claim of crisis or mild dissent can be found, for example, in William Ayers, "Can City Schools Be Saved?," Educational Leadership, May 1994, pp. 60-63, in which the author describes a selective crisis in American education. Dona Kagan and Deborah Tippins explored the benevolent aspects of an educational crisis in "Benefits of Crisis: The Genesis of a School-University Partnership," Action in Teacher Education. Winter 1993/1994, pp. 68-73. And Mario D. Fantini, "Toward a National Policy for Urban Education," Phi Delta Kappan, April 1982, pp. 544-46, urged an end to the crisis-oriented approach to problems in urban schools. Dissent is also evident in Paul D. Houston and Joe Schneider, "Drive-by Critics and Silver Bullets," Phi Delta Kappan, June 1994, pp. 779-82, though the authors did not directly refute the notion of trouble in the American education system but objected to the process used for the U.S. Department of Education's state-by-state ranking of academic performance. Until the publication of David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (Reading, Mass.: Addison Wesley, 1995), the strongest voice of dissent had been Gerald Bracey's. His annual commentaries on the condition of public education have been published in the Kappan since 1991 and reflect the same ideas presented in Berliner and Biddle's book.
22. Refinement of a claim of crisis or mild dissent can be found, for example, in William Ayers, "Can City Schools Be Saved?," Educational Leadership, May 1994, pp. 60-63, in which the author describes a selective crisis in American education. Dona Kagan and Deborah Tippins explored the benevolent aspects of an educational crisis in "Benefits of Crisis: The Genesis of a School-University Partnership," Action in Teacher Education. Winter 1993/1994, pp. 68-73. And Mario D. Fantini, "Toward a National Policy for Urban Education," Phi Delta Kappan, April 1982, pp. 544-46, urged an end to the crisis-oriented approach to problems in urban schools. Dissent is also evident in Paul D. Houston and Joe Schneider, "Drive-by Critics and Silver Bullets," Phi Delta Kappan, June 1994, pp. 779-82, though the authors did not directly refute the notion of trouble in the American education system but objected to the process used for the U.S. Department of Education's state-by-state ranking of academic performance. Until the publication of David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (Reading, Mass.: Addison Wesley, 1995), the strongest voice of dissent had been Gerald Bracey's. His annual commentaries on the condition of public education have been published in the Kappan since 1991 and reflect the same ideas presented in Berliner and Biddle's book.
23. Berliner and Biddle, op. cit.
24. Ibid., p. 2.
25. Ibid., p. xiii.
26. Ibid., p. 3.
27. Ibid., p. 171.
28. Louis Filler, Horace Mann on the Crisis in Education (Yellow Springs, Ohio: Antioch Press, 1965).
29. John L. Rury and Frank A. Cassell, Seeds of Crisis: Public Schooling in Milwaukee Since 1920 (Madison: University of Wisconsin Press, 1993).
30. William Heard Kilpatrick, Education and the Social Crisis (New York: Liveright, 1932).
31. Marshall Frady, To Save Our Schools, To Save Our Children: The Approaching Crisis in America's Public Schools (Far Hills, N.J.: New Horizon Press, 1985).
32. Charles Silberman, Crisis in the Classroom (New York: Random House, 1970), p. 158.
33. Harlan Hoffa, "Art Education in (Perpetual) Crisis," An Education, January 1979, p. 712.
34. One notable exception is Joyce E. Reid, "School Lunch: A Crisis Overcome," School Business Affairs, November 1988, pp. 24-29.
35. Patricia Derrico and A. Thomas Karsotis, "The Chocolate Milk Crisis: A Consumer Economics Simulation Unit for Grades 1-6," Social Studies Journal, Winter 1981, pp. 18-21.
36. Robert Haggerty, The Crisis of Confidence in American Education: A Blueprint for Fixing What Is Wrong and Restoring America's Confidence in the Public Schools (Springfield, Ill.: Charles C Thomas, 1995).
37. Joel Samoff, Coping with Crisis: Austerity, Adjustment, and Human Resources (New York: Cassell, 1994), p. 5.
38. Carl F. Kaestle, "The Awful Reputation of Education Research," Educational Researcher, January/February 1993, p. 23. In response to Kaestle's observations, several writers offered additional reasons or suggestions for improving the awful reputation. See, for example, Gerald Sroufe, "Improving the 'Awful Reputation' of Education Research," Educational Researcher, October 1997, pp. 26-28.
39. Carl F. Kaestle, "The Awful Reputation of Education Research," Educational Researcher, January/February 1993, p. 23. In response to Kaestle's observations, several writers offered additional reasons or suggestions for improving the awful reputation. See, for example, Gerald Sroufe, "Improving the 'Awful Reputation' of Education Research," Educational Researcher, October 1997, pp. 26-28.
40. Robert E. Yager, "The Crisis in Biology Education," American Biology Teacher, September 1982, p. 334.
41. Berliner and Biddle, pp. 184-86.