WorldCat Identities

Grubb, W. Norton

Overview
Works: 129 works in 324 publications in 2 languages and 10,736 library holdings
Genres: History  Abstracts 
Roles: Author, Editor
Classifications: LC1045, 306.850973
Publication Timeline
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Most widely held works by W. Norton Grubb
Broken promises : how Americans fail their children by W. Norton Grubb( Book )

11 editions published between 1982 and 1988 in English and Undetermined and held by 891 WorldCat member libraries worldwide

The education gospel : the economic power of schooling by W. Norton Grubb( Book )

19 editions published between 2004 and 2007 in English and Undetermined and held by 781 WorldCat member libraries worldwide

"In this history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of a longstanding American faith: that more schooling for more people is the remedy for all our social and economic problems and the central purpose of education is preparation for the workplace."--Jacket
American education and vocationalism: a documentary history, 1870-1970 by Marvin Lazerson( Book )

14 editions published between 1974 and 1997 in English and held by 593 WorldCat member libraries worldwide

The editors have chosen 21 selections which illustrate the development of industrial and trade education, believing this aspect of vocationalism in education to be the primary concern of the vocational education movement during its most important phase, the years from 1900 to 1917. While vocationalism has changed since 1917, most of what has happened can be best understood as a reworking and consolidation of themes and practices established during the earlier period. From this perspective, the editors provide a 56-page introduction to the volume in which they show how the documents chosen for inclusion reflect the turn-of-the-century approaches to vocational education and how they reveal the extent to which American education had accepted the ethics of the emerging corporate order. The document selected include papers, speeches, excerpts from longer works, and reports of committees from industry and/or education associations. Most of the publications were issued between 1878 and 1913. However, excerpts from the Russell Report (1938), the Commission on Life Adjustment Education of Youth Report (1951), a paper by James B. Conant (1961), the Advisory Council on Vocational Education Report (1968), and an interview with Sidney P. Marland (1971) are included. (Author/AG)
Honored but invisible : an inside look at teaching in community colleges by W. Norton Grubb( Book )

13 editions published in 1999 in English and held by 456 WorldCat member libraries worldwide

Based on extensive research on community college teaching to date, this book examines the nature of teaching and the institutional forces that shape it. It documents teaching practices of teachers who learn to teach by trial and error
The money myth : school resources, outcomes, and equity by W. Norton Grubb( Book )

10 editions published between 2009 and 2011 in English and held by 421 WorldCat member libraries worldwide

Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In this book, the author proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America's schools lie in factors other than fiscal support. Fundamental differences in resources other than money, for example, in leadership, instruction, and tracking policies explain the deepening divide in the success of our nation's schoolchildren. This book establishes several principles for a bold new approach to education reform. Drawing on a national longitudinal dataset collected over twelve years, the author makes a crucial distinction between "simple" resources and those "compound", "complex", and "abstract" resources that cannot be readily bought. Money can buy simple resources such as higher teacher salaries and smaller class sizes, but these resources are actually some of the weakest predictors of educational outcomes. On the other hand, complex resources pertaining to school practices are astonishingly strong predictors of success. The author finds that tracking policies have the most profound and consistent impact on student outcomes over time. Schools often relegate low performing students, particularly minorities, to vocational, remedial, and special education tracks. So even in well funded schools, resources may never reach the students who need them most. He also finds that innovation in the classroom has a critical impact on student success. Here, too, America's schools are stratified. Teachers in underperforming schools tend to devote significant amounts of time to administration and discipline, while instructors in highly ranked schools dedicate the bulk of their time to "engaged learning", using varied pedagogical approaches. Effective schools distribute leadership among many instructors and administrators, and they foster a sense of both trust and accountability. These schools have a clear mission and coherent agenda for reaching goals. Underperforming schools, by contrast, implement a variety of fragmented reforms and practices without developing a unified plan. This phenomenon is perhaps most powerfully visible in the negative repercussions of No Child Left Behind. In a frantic attempt to meet federal standards and raise test scores quickly, more and more schools are turning to scripted "off the shelf" curricula. These practices discourage student engagement, suppress teacher creativity, and hold little promise of improving learning beyond the most basic skills. This work shows that infusions of money alone won't eradicate inequality in America's schools. We need to address the vast differences in the way school communities operate. By looking beyond school finance, this work gets to the core reasons why education in America is so unequal and provides clear recommendations for addressing this chronic national problem
Learning to work : the case for reintegrating job training and education by W. Norton Grubb( Book )

7 editions published in 1996 in English and held by 365 WorldCat member libraries worldwide

Learning to Work provides possible explanations for these poor results, citing the limited scope of individual programs, their lack of linkages to other programs or job-related opportunities, the absence of academic content or solid instructional methods, and their vulnerability to local political interference. The root of these problems is linked to the inherent separation of job training programs from the more successful educational system. Grubb proposes consolidating the two domains into a clearly defined hierarchy of programs that combine school- and work-based instruction and employ proven methods of student-centered, project-based teaching. By linking programs tailored to every level of need and replacing short-term job training with long-term education, a system could be created to enable individuals to achieve increasing levels of economic success
Working in the middle : strengthening education and training for the mid-skilled labor force by W. Norton Grubb( Book )

7 editions published in 1996 in English and held by 333 WorldCat member libraries worldwide

Sixty percent of America's workers have at least a high school diploma but lack a baccalaureate degree. Working in the Middle is the first book to offer a comprehensive view of the education and training of this growing mid-skilled labor force. Based on both statistical research and interviews with students, educators, and employers, this important resource offers a thorough examination of "workers in the middle," focusing on workers' characteristics, the types of work they perform, how they prepared for and obtained their positions, and what further skills they need to develop
States and schools; the political economy of public school finance by W. Norton Grubb( Book )

7 editions published in 1974 in English and held by 331 WorldCat member libraries worldwide

Education through occupations in American high schools( Book )

3 editions published in 1995 in English and held by 310 WorldCat member libraries worldwide

The roles of evaluation for vocational education and training : plain talk on the field of dreams by W. Norton Grubb( Book )

13 editions published in 1999 in English and Spanish and held by 213 WorldCat member libraries worldwide

This book provides a critical synthesis of current knowledge that will change the way academics and policy makers view the role of education and training
Local systems of vocational education and job training : diversity, interdependence, and effectiveness by W. Norton Grubb( Book )

5 editions published in 1991 in English and held by 201 WorldCat member libraries worldwide

This report examines the strategies that education and training institutions in eight communities (Fresno and San Jose, California; Jacksonville and Miami, Florida; Des Moines and Sioux City, Iowa; and Philadelphia and Scranton, Pennsylvania) use to prepare individuals for employment and the ways in which those institutions respond to the federal and state policies they must implement. The authors argue that the effectiveness of individual institutions and programs cannot be assessed without taking into account the entire education and training system operating in the community. The findings indicate that not only do these institutions show substantial regularities in their interactions, but also that in some communities at least, they are quite interdependent, with a clear division of labor. Given this situation, it is difficult to understand how a particular community college, welfare-to-work program, or state economic development initiative operates unless one understands the entire array of institutions providing work-related education and training in a given community
Education and training for work : the policy instruments and the institutions by Lorraine McDonnell( Book )

6 editions published in 1991 in English and held by 195 WorldCat member libraries worldwide

A study analyzed the role of state governments in implementing federal education and job training policies and in designing and implementing their own policies. A framework was developed for understanding policy instruments used to promote education and training objectives: mandates, inducements, capacity-building, and system-changing. Each type embodied a different set of assumptions about (1) the policy problem to be addressed; (2) policy targets and expected effects; and (3) costs and who bears them. The framework provided an overview of the five major domains of education and training policy and distinguished areas in which implementation had shown the policies' underlying assumptions to be valid from those in which problems suggested a mismatch. The five policy domains--secondary vocational education, postsecondary vocational education, Job Training Partnership Act programs, state-funded job training programs linked to economic development strategies, and welfare-to-work programs--were based on inducements. They varied in types of secondary instruments combined with inducements, role of different levels of government, focus, and extent to which implementation was shaped by other policies. Policy design showed four trends: (1) more complex policy instruments over time; (2) a shift in balance between federal and state policy initiatives; (3) proliferation of education and training programs; and (4) assumption of new responsibilities by existing institutions. (71 references) (ylb)
Linking school-based and work-based learning : the implications of Laguardia's co-op seminars for school-to-work programs by W. Norton Grubb( Book )

7 editions published between 1995 and 1998 in English and held by 171 WorldCat member libraries worldwide

The cooperative education program at LaGuardia Community College, New York, incorporates seminars that integrate school- and work-based learning. In the seminars, students examine issues related to work in general, the organizations in which they are placed, and the ways in which their academic preparation is applied at the work site. The cooperative education program, which is mandatory for all full-time students, includes the following: a course that prepares students for their first co-op placement; planning sessions with a faculty advisor; three internships or placements; and three distinct levels of seminars taken in conjunction with each internship. The first and third levels may be specific to a student's chosen area of study or, may be generic, focusing on common workplace issues. All students take the second seminar, "Fundamentals of Career Advancement," which focuses on using the workplace to gain information about skills and personal requirements for upward mobility. Seminars allow students to explore careers, master skills and competencies common to all jobs, and explore social, ethical, political, and moral themes associated with working. Instructional methods in seminars are traditional lecture, class discussion, simulations, role-play, and faculty sharing of personal experiences. Seminar effectiveness depends on these factors: instructor background, training, and understanding of the seminar's purpose; instructional methods; and integration of the program into the larger college curriculum. The work-based component must become central to the educational purposes of the institution. (Contains 18 references.) (Ylb)
Young children face the states : issues and options for early childhood programs by W. Norton Grubb( Book )

6 editions published in 1987 in English and held by 160 WorldCat member libraries worldwide

The growing demand for preschool education has prompted states to examine the feasibility of, and in some cases to enact legislation regarding, early childhood education programs. An effective policy must reconcile the following three primary issues: (1) the historical rift between the educational and custodial models of early childhood education; (2) conflicts between the elementary school and early childhood education communities over purposes, methods, and control; and (3) the necessary trade-offs between costs of programs and their quality. Legislators are in a unique position at this time to examine these issues in order to formulate early childhood policies and enact legislation for new programs. (Pcb)
Basic skills education in community colleges : inside and outside of classrooms by W. Norton Grubb( Book )

5 editions published in 2013 in English and held by 140 WorldCat member libraries worldwide

"Nearly two-thirds of students require some form of remediation before taking college-level classes, and community colleges have become increasingly important in providing this education. Unfortunately, relatively few students complete the developmental courses required to make a transition to college-level work. Based on a three-year study of over twenty community colleges, Basic Skills Education in Community Colleges analyzes developmental education practices, exploring what goes wrong and what goes right, and provides a series of recommendations for improved practice. Including both classroom observations and interviews with administrators, faculty, and students, this valuable book balances critique with examples of innovation. Part One explores the instructional settings of basic skills--the use of drill and practice and remedial pedagogy in math, reading, writing, and ESL, as well as innovations in colleges that show developmental education need not follow remedial pedagogy. Part Two examines institutional factors shaping basic skills and provides recommendations for improving the quality of basic skills instruction. The research-grounded observations and recommendations in Basic Skills Education in Community Colleges make this an invaluable resource for scholars, administrators, and faculty aiming to help students progress through developmental education to college-level work and beyond"--Publisher's website
Community college innovations in workplace preparation : curriculum integration and tech-prep by W. Norton Grubb( Book )

4 editions published in 1996 in English and held by 135 WorldCat member libraries worldwide

Outlines the various innovative strategies used by different community colleges to improve institutional programs and processes
Workforce, economic, and community development : the changing landscape of the entrepreneurial community college( Book )

4 editions published in 1997 in English and held by 133 WorldCat member libraries worldwide

Focusing on nontraditional workforce, economic, and community development programs being developed within community colleges, this monograph defines these efforts as "entrepreneurial colleges" within community colleges and reviews characteristics and trends related to these efforts. Following an executive summary and introduction, the first section provides definitions and examples of entrepreneurial community colleges, contrasting them with regular community colleges, describing difficulties in determining the success of entrepreneurial colleges, and providing data on enrollments in entrepreneurial colleges at seven community colleges. The second section discusses internal and external factors influencing entrepreneurial colleges, including college missions, faculty attitudes and activities, and local pressures, while the third section address the role of state policy in promoting workforce and economic development, focusing on issues related to funding, regulations, and balancing state and local initiatives. This section also highlights emerging concerns of state officials related to entrepreneurial college effectiveness, their coherence in state educational systems, and the effects of welfare reform initiatives. The fourth section examines potential tensions within comprehensive community colleges with the rise of these new programs. The fifth and final section presents conclusions and recommendations for promoting and integrating entrepreneurial colleges, developing new state and federal policies, and conducting further research. Contains 35 references. (Bcy)
"The Cunning hand, the cultured mind" : models for integrating vocational and academic education by W. Norton Grubb( Book )

3 editions published in 1991 in English and held by 99 WorldCat member libraries worldwide

Based on observations in many schools, this report discusses the integration of vocational and academic education and describes various approaches to integration. In the first section, the various reasons supporting an integrated curriculum are examined. In the second section, eight different models of integration are outlined, and descriptions of how high schools have changed their curricula and restructured their program and course offerings are provided. Each of the models includes a variety of practices and approaches. The third section clarifies the requirements for successful efforts at integration, indicating the importance of consistency among the many groups that affect the schools. This section also outlines what resources are most crucial, and it addresses the need for sustained effort and the institutionalization of reform. The fourth section summarizes the purposes for and the ambitions of different approaches, from improving basic skills instruction within vocational courses to developing career paths to help students think about the consequences of their educational choices. The final part of this section explains how integration can reform the U.S. high school, with benefits for all students. Appendixes list: (1) schools visited and interviews conducted; and (2) curriculum materials related to the integration of vocational and academic education. A list of 59 references is included. (Kc)
Separating the wheat from the chaff : the role of vocational education in economic development by W. Norton Grubb( Book )

3 editions published in 1989 in English and held by 91 WorldCat member libraries worldwide

This paper states that, although education has been linked historically to economic development, there is no clear evidence that this link is valid. It investigates under what conditions educational programs are likely to be effective and which are likely to shift resources without any net effects on employment, wage levels, productivity, or economic growth. This six-chapter issue paper examines several interpretations of economic development and analyzes their implications for the role of vocational education. The oldest approach to economic development, luring employment from neighboring localities or states ("smokestack chasing"), is the subject of Chapter 1. This notion has been superseded in many places by a superior one--that regions should increase employment by generating new employment. The different ways of enhancing employment in the aggregate are explained from either a macroeconomic approach (Chapter 2) or a microeconomic approach (Chapter 3). a new role for vocational education--customized training for specific firms--is the subject of Chapter 4, and technology transfer programs and small business development centers are the topic of Chapter 5. In the concluding chapter, these conceptions of economic development clarify what education programs can and cannot do to enhance economic development and clarify the conditions under which vocational education can be truly effective as a mechanism for economic development. An appendix discusses the microeconomics of vocational education. A 36-item reference list is included. (Kc)
Leadership challenges in high schools : multiple pathways to success by W. Norton Grubb( Book )

7 editions published between 2011 and 2016 in English and Undetermined and held by 69 WorldCat member libraries worldwide

 
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The education gospel : the economic power of schooling
Alternative Names
Grubb, W. Norton

Grubb W. Norton 1948-....

Grubb, Warner Norton

Grubb, Warner Norton 1948-

Norton Grubb, Warner 1948-

Languages
English (149)

Spanish (1)

Covers
Honored but invisible : an inside look at teaching in community collegesThe money myth : school resources, outcomes, and equityLearning to work : the case for reintegrating job training and educationWorking in the middle : strengthening education and training for the mid-skilled labor forceEducation through occupations in American high schoolsThe roles of evaluation for vocational education and training : plain talk on the field of dreamsEducation and training for work : the policy instruments and the institutionsLeadership challenges in high schools : multiple pathways to success