The Public School and Social Services: Reassessing the Progressive Legacy

Sedlak, Michael W.; Schlossman, Steven L.

doi:10.1111/j.1741-5446.1985.00371.x

Cited by 14 publications

(3 citation statements)

References 18 publications

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“…The dominant-submissive relationship between principals and teachers has served to strengthen bureaucratic control over teaching and has presided while the erosion of student performance has reached unimaginable proportions (Sedlak & Schlossman, 1985). Some superficial changes in the deficit model have occurred.…”

Section: Discussionmentioning

confidence: 99%

Evaluating teachers: An alternative model

Haefele

1992

J Pers Eval Educ

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Section: Discussionmentioning

confidence: 99%

Evaluating teachers: An alternative model

Haefele

1992

J Pers Eval Educ

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“…Traditional academic programs characteristic of earlier classical schools would neither appeal intellectually to the new constituencies nor provide the care necessary to retain them once they had actually enrolled in school. The transformed mission of secondary schooling during the late nineteenth and early twentieth centuries—to prepare the vast majority of children for life by enhancing their vocational skills, improving the efficiency of their occupational choices, preventing social maladjustment, and insuring adequate levels of personal hygiene and public health—obligated schools to offer more than traditional classes in history, science, mathematics, and languages Dryfoos, 1994; Farrar & Hampel, 1985; Franklin, 1994; Levine & Levine, 1992; Reese, 1978, 1986; Sarason & Doris, 1979; Sedlak, 1983, 1995; Sedlak & Church, 1982; Sedlak & Schlossman, 1985; Tyack, 1979, 1992).…”

Section: Voluntarism and The Origins Of Mental Health Services 1890–1917mentioning

confidence: 99%

The uneasy alliance of mental health services and the schools: An historical perspective.

Sedlak¹

1997

American Journal of Orthopsychiatry

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School-based mental health and social welfare services have evolved over the past century to play important roles in the education of children and youth. Relations between schools (administrators, boards of education, teachers) and services (social workers, therapists, counselors) have generally been awkward-occasionally embracing and nurturing, at times competitive and distant. This article reviews the history of school mental health services, focusing on service goals, the nature of professional practice, and the forces that have prevented harmony.

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“…Critics on either side of the equity vs. excellence argument fuel the debate. Critics of social reforms of the Progressive Era and the Great Society have argued that schools were not designed to be repositories of child welfare services, but rather to be vehicles for training young minds to be thinking and productive citizens (Sedlak & Schlossman, 1985;Tyack, 1992). Indeed over the century, supplemental services for students have been considered by such critics a diversion that "sap[s] schools of limited economic resources] (cited in Sedlak & Schlossman, 1985, p. 371).…”

Section: Policy Institutionalismmentioning

confidence: 99%

Below the accountability radar screen:What does state policy say about school counseling?

Eilers

2004

EPAA

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I examine the state policy context of implementing an initiative that transforms the training and role of today's school counselors. This is essentially a story of political process. Like the implementation of many initiatives, the Transforming School Counselor Initiative (TSCI) is a process of gaining support and then institutionalizing a newly-formed vision for the role and function of a profession that has been a part of the school organization for the better part of a century. I examine the educational reform contexts of California, Florida, Georgia, Indiana and Ohio as it relates to implementing the Initiative. As such, the framework for analysis on state policy context draws from macropolitical processes as a way of examining practices and actions of key state stakeholders, such as the state departments of education, the counseling profession's state-level association and state legislation and statutory language. The final 2 of 30 analysis ranks the 5 states with regard to their institutional capacity to fully implement and stabilize reform initiatives related to school counseling.

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The Public School and Social Services: Reassessing the Progressive Legacy

Cited by 14 publications

References 18 publications

Evaluating teachers: An alternative model

Evaluating teachers: An alternative model

The uneasy alliance of mental health services and the schools: An historical perspective.

Below the accountability radar screen:What does state policy say about school counseling?

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