Abstract
Can education be improved by improving teacher education without taking into account the many other forces that impinge on the quality of education? Probably not, is Dreeben's conclusion. Regarding the Holmes Group report, he concludes that the proposed differential staffing is merely a new set of names for the kind of staffing we already have: substitute and nontenured teachers, tenured teachers, and administrators — and that what we are really witnessing in this and other reform proposals is an underlying political debate of major proportions regarding the educational role of the state and our conceptions of the public and the private.
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