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Public Schools Are Archaic

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Every parent, politician and concerned citizen should read this book. Education hasn't changed much since Ben Franklin opened his Latin School. Each year, the system procreates itself as a carbon copy of what it did the year before.

21st Century public schools are inadequate for the modern world. Many say that we need deep ...

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Every parent, politician and concerned citizen should read this book. Education hasn't changed much since Ben Franklin opened his Latin School. Each year, the system procreates itself as a carbon copy of what it did the year before.

21st Century public schools are inadequate for the modern world. Many say that we need deep educational reform. Our schools need fixin!


Confucius said "I hear and I forget. I see and I remember. I do and I understand.

This point is very important in our search for the new school. We learn best by DOING!


In a typical public school classroom TIME is CONSTANT, and LEARNING is VARIABLE. Time allotted to learning a set body of information is one semester or term. Unfortunately it turns out that LEARNING is the VARIABLE because no two students digest the same amount of information at the same speed. Teachers spend a constant amount of pouring knowledge into student receptacles (brains). Students retain variable amounts of learning.

Our aim is to make LEARNING the constant and TIME as the variable.


In today's school environment, very few teachers have the time, knowledge or technical skills they'd need to produce individual systems of learning. Even fewer are equipped to develop high-tech educational media modules. Though most teachers are experts at operating in the present classroom environment, it takes technically trained writers to generate the kind of formal manuscript which would lead to the development of effective self-paced, individualized media modules.

Needless to say, we cannot put this kind of burden of development upon teachers. Their job is to manage learning, motivate students and inspire the next generation. That's why we must assign module development to media professionals. Then, these same professionals would train teachers in effective utilization.

I realize it will take more than lip service to persuade teachers of the benefits of using media modules. But I'm convinced that once they experience it for themselves, they'll realize the efficiency and effectiveness that individualized media modules will bring to their classroom. Most important of all, they'll be building bridges which lead our deserving students to their highest potential.


Business, industry, and government agencies are already using individualized, self-paced materials and methods very successfully. A few institutions of higher education are using these techniques in varying degrees. In a few places, this dynamic approach to learning has filtered down into primary, elementary and secondary schools. Evidence of successful results is overwhelming for those units incorporating proper design and implementation.


It is time to start! If you are creative and interested in helping students reach their highest potential, we need you on board. Spread the word. Send copies of this book to people of influence. Call your elected representatives. Provide blood for a major transfusion of intellect to a new team of innovative DO'ers.


Dr Ussery taught elementary school, secondary school, and adult education classes. He has written more than a hundred scripts for info and training films. He served as writer, director and producer of most of these films, and received more than a dozen top national awards for their excellence.

Ussery earned his PhD (EdD) in Educational Technology.

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Product Details

  • ISBN-13: 9781432758059
  • Publisher: Outskirts Press, Inc.
  • Publication date: 5/3/2010
  • Pages: 70
  • Product dimensions: 9.00 (w) x 6.00 (h) x 0.17 (d)

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Sort by: Showing 1 Customer Reviews
  • Posted June 11, 2010

    more from this reviewer

    diagnostically changing education in our public schools

    Not being an educator myself, my thinking on our public schools might not mean much in this review. However, I thoroughly agree with Dr. Ussery that our schools definably need improving in the way students are taught. His suggestions, in general, sound very feasible if they could be implemented in several larger school systems. A small school district such as the one I live in here in rural west-central Pennsylvania would have a difficult task due to smaller enrollment.

    To test the intellect of students and assign them accordingly has always made more sense to me than throwing them all in a class where learning levels vary so much. Teaching thirty-five students that have such far reaching aptitudes only creates a longer learning experience for the top "brains" while a teacher has to bring the lower students to a mid-level of learning at best. Testing and grouping by diagnostic skills should separate the math "whiz" from someone ably suited to carpentry; the top English or writing student from the electrical wizard, etc.

    In my own schooling as I went through elementary and high school in the 1940's through 1952, I often wished I was in a class where my strong subjects paired me with others of the same strengths. But it never occurred nor was even thought of as far as I know.

    Yes Dr. Ussery, your method makes so much sense that it should be expanded from any school systems now using it to several others that have a different makeup of strengths and weaknesses. I feel it would not leave students behind that excelled in manual capacities and would expand the learning curve for those that have the ability in other fields.

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