Between 1849 and 1930, colonial, provincial, and federal governments assumed greater responsibility for education in what is now British Columbia, using schooling as a strategy to catalyze and ...legitimize the development of a capitalist settler society. "Lessons in Legitimacy" brings the histories of different kinds of state schooling for Indigenous and non-Indigenous peoples -- public schools, Indian Day Schools, and Indian Residential Schools -- into one analytical frame. Schooling for Indigenous and non-Indigenous children and youth had distinct yet complementary functions in building British Columbia. Students were given lessons in legitimacy that normalized settler capitalism and the making of British Columbia, first as a British colony and then as Canada's westernmost province. Sean Carleton combines insights from history, Indigenous studies, historical materialism, and political economy to present different histories of education for Indigenous and non-Indigenous peoples together. In the process, this important study reveals how an understanding of the historical uses of schooling can inform contemporary discussions about the role of education in reconciliation and improving Indigenous-settler relations. Historians, Indigenous studies scholars, and those in the field of education history will find this work illuminating, as will educators and general readers with an interest in schooling's role in truth and reconciliation.
A meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students ' school engagement and achievement. Results were ...based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61 studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5,847), positive relationships and achievement (k = 61, N = 52,718), and negative relationships and achievement (k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.
In 1989, Chicago (Illinois) Public Schools began an experiment with the radical decentralization of power and authority. This book tells the story of what happened in Chicago's elementary schools in ...the first four years of this reform. Implicit in the reform was the theory that expanded local democratic participation would stimulate organizational change in the schools, which in turn would foster improved teaching and learning. With longitudinal case study data on 22 schools, survey responses from principals and teachers in 269 schools, and supplementary system-wide administrative data, the authors identify 4 types of school politics: (1) strong democracy; (2) consolidated principal power; (3) maintenance; and (4) adversarial. Findings suggest that in about one third of the schools, expanded local democratic participation served as a strong level for systemic changes focused on improved instruction. Case studies of six actively restructuring schools illustrate how the principal's role is recast under decentralization, and how ideas and information from external sources are brought to bear on school change initiatives. (Contains 14 tables, 42 figures, and 266 references.) (SLD)
The Carlisle Indian School (1879-1918) was an audacious educational experiment. Capt. Richard Henry Pratt, the school's founder and first superintendent, persuaded the federal government that ...training Native children to accept the white man's ways and values would be more efficient than fighting deadly battles. The result was that the last Indian war would be waged against Native children in the classroom.More than 10,500 children from virtually every Native nation in the United States were taken from their homes and transported to Pennsylvania. Carlisle provided a blueprint for the federal Indian school system that was established across the United States and served as a model for many residential schools in Canada. The Carlisle experiment initiated patterns of dislocation and rupture far deeper and more profound and enduring than its initiators ever grasped.Carlisle Indian Industrial Schooloffers varied perspectives on the school by interweaving the voices of students' descendants, poets, and activists with cutting-edge research by Native and non-Native scholars. These contributions reveal the continuing impact and vitality of historical and collective memory, as well as the complex and enduring legacies of a school that still touches the lives of many Native Americans.
This paper provides a comparative analysis of school-based management reforms in four Central American countries (EDUCO in El Salvador, PRONADE in Guatemala, PROHECO in Honduras, and Centros ...Autonomos in Nicaragua). It starts by providing a characterization of the models and then reviews how they have expanded community participation and empowerment and school decisionmaking autonomy. It then continues by analyzing the impact of community and school empowerment on the teaching-learning process, including measures of teacher effort. The paper assesses the impact of the models on several educational outcomes, relating this impact with the teaching-learning environment and community empowerment. Finally, the paper attempts to explain the impact of the reforms by discussing how variations in reform design, country contexts and actors assets can explain differences and similarities in result.The key conclusion of the paper is that school-based management models have led generally to greater community empowerment and teacher effort, resulting in: (a) a better use of the existing limited capacity of teachers and schools; (b) higher coverage in rural areas; (c) somewhat better student flows; and (d) learning outcomes at least as high as in traditional schools (while community-managed schools are generally established in the poorest and most isolated rural areas). A second set of key conclusions of the report is that the impact of community based schooling on student flows and learning outcomes could be greatly enhanced by a set of specific actions which largely aim at setting up the conditions for pedagogical improvement, improved management and empowerment at the local level, and sustainability of the models.
Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores ...the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as urbanormativity -a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context.The chapters in this volume are grouped into four parts-the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.
This sourcebook aims to support efforts
by countries to strengthen the role of the education sector
in the prevention of HIV/AIDS. It was developed in response
to numerous requests for a simple forum ...to help countries
share their practical experiences of designing and
implementing programs that are targeted at school-age
children. The sourcebook seeks to fulfill this role by
providing concise summaries of programs, using a standard
format that highlights the main elements of the programs and
makes it easier to compare the programs with each other. All
the programs are summarized in section two, which allows
those seeking advice on program design to browse through the
various options and identify those that might reward further
study. The full program reports for each country are given
in section three. Each program report follows the same
format, so the reader can more easily find those aspects of
the program that are of specific interest. The consistent
design also allows for ease of comparison between programs.
There are four main sections within each full program
report. Part A gives an overview of the program, describing
the rationale, the aims and objectives, the target audience,
the components, and the main approaches. Part B describes
the process from the initial needs assessment, through the
development of materials and training, to the practical
details of implementation. There is an attempt made to
estimate unit costs, but these should be seen only as
indicative, because the number of beneficiaries is often
uncertain and because costs in newly implemented programs
may be artificially high. Part C provides an assessment and
comprises lessons learned. This section begins with comments
from implementers on the challenges faced and the lessons
learned, followed in a few cases by a description of any
formal evaluation of the program. The final part explores
the extent to which the program complies with a set of
benchmarks that, on the basis of expert opinion, contribute
to an effective program. Part D gives details of the
organizations involved with the program, including their
contact information. It lists all the materials that are
available to the reader, along with an order code number.
In the past two decades in the United States, more than 1, 600 Catholic elementary and secondary schools have closed, and more than 4, 500 charter schools—public schools that are often privately ...operated and freed from certain regulations—have opened, many in urban areas. With a particular emphasis on Catholic school closures, Lost Classroom, Lost Community examines the implications of these dramatic shifts in the urban educational landscape.More than just educational institutions, Catholic schools promote the development of social capital—the social networks and mutual trust that form the foundation of safe and cohesive communities. Drawing on data from the Project on Human Development in Chicago Neighborhoods and crime reports collected at the police beat or census tract level in Chicago, Philadelphia, and Los Angeles, Margaret F. Brinig and Nicole Stelle Garnett demonstrate that the loss of Catholic schools triggers disorder, crime, and an overall decline in community cohesiveness, and suggest that new charter schools fail to fill the gaps left behind.This book shows that the closing of Catholic schools harms the very communities they were created to bring together and serve, and it will have vital implications for both education and policing policy debates.
ABSTRACT
BACKGROUND
Emergent evidence suggests a positive school climate may be a promising population‐level intervention to promote academic achievement and student well‐being. However, researchers ...have called for expanding the school climate evidence‐base to better describe how the construct is associated with student outcomes. The purpose of this study was to determine the associations between 10 school climate domains and academic achievement among middle and high school students.
METHODS
ANOVAs were used to analyze survey data from 6–12 grade students in a Mid‐Atlantic US state (n = 2405, response rate: middle school = 82.4%, 50.5% female; high school = 62.5%, 56.1% female).
RESULTS
Significant main effects were found for all school climate domains and varied between middle and high school students apart from academic support. Effect sizes ranged from small to medium, with academic support demonstrating the strongest effects among both middle and high school students.
CONCLUSIONS
Findings suggest school climate is associated with academic achievement for both middle and high school students. Correctly identifying the role of key aspects of school climate by grade‐level may provide improved and developmentally appropriate recommendations for the delivery of instruction and school‐based interventions that promote positive school well‐being and student performance.
This article provides an introduction to the special issue on mindfulness in the schools by discussing the historical roots, current status, and future directions of mindfulness‐based work related to ...youth and their caregivers. Definitions are provided to operationalize mindfulness and mindfulness‐based interventions (MBIs); key events in the movement of MBIs from clinical settings to school settings are summarized; and the upshot of current MBI‐related work in schools is provided from both popular and scientific perspectives. Finally, an agenda for future research regarding mindfulness in schools is provided, followed by introducing and briefly discussing the target articles of this special issue.
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