Total quality education Book

	Foreword
	Preface
	About the Authors
1	The Nature of Total Quality Education	1
	Striking Parallels Between Deming and Dewey	1
	TQE Represents True Reform	4
	Deming's Dim View of Pay Incentives	6
	Deming's Criticism of U.S. Educational Goals	7
	Using Deming to Consider Deep Change	8
	Deming and Curricular Issues	12
	The Deming Learning Place Versus a School	13
2	The Learning Place	20
	Deming's Challenge to Traditional Schooling	21
	A Glimpse of a Learning Place	22
	Middle-Range Experiences	23
	Higher-Range Experiences	24
	The Learning Council	25
	Home-Community-Business Linkages	25
	Replacing Supervision With Consultation	25
	Reflective Learning	26
	Temporal/Spatial Forms	27
	Educational Transformation	30
	Promoting Reflection in Action	30
3	The Learning Model for the Learning Place	36
	Biological Origins of the Personal Curriculum	37
	Variance of Individuals	38
	The Self Domain	39
	The Readiness Domain	41
	The Competence Domain	42
	The Inquiry Domain	43
	Four Teaching Themes	45
	Linking Situational Teachers to the Domains	51
	Anticipating Results	52
	Some Reasonable Expectations	52
4	Curriculum Planning	60
	Rejecting Static Curriculum Models	60
	Rejecting Scientism and False Objectivity	62
	Planning Systems: Ethico-Political Expressions	62
	Reexamining Learning and Teaching	64
	Arena Planning and Nonlinear Models	65
	Curriculum Chunking	71
	Rejecting Means-Ends Dichotomies in Schools	74
	Steps for Developing Elementary Curriculum	76
	Eliminating Secondary Departmentalization	79
	Refusing to Engage in Tinkering	80
	Opposition and Opponents	81
	Learning-Centered Education	83
	Moving Toward a TQE Curriculum	85
	Always "Becoming"	85
5	Evaluation	94
	Learning Versus Measurement	95
	Keeping the Joy in Learning	96
	Putting Learning First	97
	Defining Success	98
	Putting Evaluation in Its Place	98
	Toward a New Rationale for Evaluation	99
	Kaizen/Continuous Improvement	102
	Evaluation as Empowerment	103
	Planning and Troubleshooting Guide	108