Based on more than two years of fieldwork conducted in a Yemeni community in southeastern Michigan, this unique study examines Yemeni American girls' attempts to construct and make sense of their ...identities as Yemenis, Muslims, Americans, daughters of immigrants, teenagers, and high school students.All American Yemeni Girlscontributes substantially to our understanding of the impact of religion on students attending public schools and the intersecting roles school and religion play in the lives of Yemeni students and their families. Providing a valuable background on the history of Yemen and the migration of Yemeni people to the United States, this is an eye-opening account of a group of people we hear about every day but about whom we know very little.Through a series of intensive interviews and field observations, Loukia K. Sarroub discovered that the young Muslim women shared moments of optimism and desperation and struggled to reconcile the America they experienced at school with the Yemeni lives they knew at home. Most significant, Sarroub found that they often perceived themselves as failing at being both American and Yemeni. Offering a distinctive analysis of the ways ethnicity, culture, gender, and socioeconomic status complicate lives, Sarroub examines how these students view their roles within American and Yemeni societies, between institutions such as the school and the family, between ethnic and Islamic visions of success in the United States. Sarroub argues that public schools serve as a site of liberation and reservoir of contested hope for students and teachers questioning competing religious and cultural pressures. The final chapter offers a rich and important discussion of how conditions in the United States encourage the rise of extremism and allow it to flourish, raising pressing questions about the role of public education in the post-September 11 world.All American Yemeni Girlsoffers a fine-grained and compelling portrait of these young Muslim women and their endeavors to succeed in American society, and it brings us closer to understanding an oft-cited but little researched population.
The aim of the present study is to identify educational language devices that primary school pupils produce within non-fiction texts and to examine them with regard to their form-function ...relationship within non-fiction texts. The study is based on 474 texts written by learners in the second to fourth grades. In order to correspond to the complexity of the object of research, all 474 texts were first examined for the realisation of educational language devices by means of a cross-method triangulation with sequential design with the help of a quantitative frequency analysis on the basis of a deductively developed category system. Subsequently, a partial corpus (n=28) of the data material was selected by means of interleaved sampling and a content-structuring qualitative content analysis was carried out on the basis of a deductively-inductively developed category system in order to relate the educational language devices back to their function. The results of the study complement the findings of previous studies and provide important indications for future research into the means and skills of the language of education. At the same time, the findings enable conclusions to be drawn for the design of language-sensitive subject teaching.
Ziel der vorliegenden Studie ist es, bildungssprachliche Mittel, die Grundschüler/-innen innerhalb von Sachunterrichtstexten produzieren, zu identifizieren und diese hinsichtlich ihres Form-Funktions-Zusammenhangs innerhalb von Sachtexten zu untersuchen. Datengrundlage der Studie stellen 474 Texte von Lernenden der zweiten bis vierten Jahrgangsstufe dar. Um der Komplexität des Forschungsgegenstands zu entsprechen, wurden mittels einer methodenübergreifenden Triangulation mit sequentiellem Design zunächst alle 474 Texte mit Hilfe einer quantitativen Frequenzanalyse auf Grundlage eines deduktiv entwickelten Kategoriensystems auf die Realisierung bildungssprachlicher Mittel hin untersucht. Nachfolgend wurde mittels verschränktem Sampling ein Teilkorpus (n=28) des Datenmaterials ausgewählt und eine inhaltlich strukturierende qualitative Inhaltsanalyse auf Grundlage eines deduktiv-induktiv entwickelten Kategoriensystems durchgeführt, um die bildungssprachlichen Mittel auf ihre Funktion zurück zu beziehen. Die Ergebnisse der Untersuchung ergänzen die Befunde bisheriger Studien und liefern bedeutsame Hinweise für die zukünftige Erforschung bildungssprachlicher Mittel bzw. bildungssprachlicher Fähigkeiten. Gleichzeitig ermöglichen die Befunde Rückschlüsse für die Gestaltung eines sprachsensiblen Fachunterrichts. (DIPF/Orig.)
This book, for the first time ever, critically examines the role of full service and extended schools. The authors draw on their extensive international evaluations of this radical new phenomenon to ...ask: (1) What do extended or full service schools hope to achieve, and why should services based on schools be any more effective than services operating from other community bases?; (2) What pattern of services and activities is most effective?; (3) What does extended schooling mean for children and families who are not highly disadvantaged, or for schools outside the most disadvantaged areas?; (4) How can schools lead extended services at the same time as doing their "day job" of teaching children?; (5) Why should schools be concerned with family and community issues?; and (6) Beyond the advocacy of "extended provision", what real evidence is there that schools of this kind make a difference, and how can school leaders evaluate the impact of their work? This book will be of interest to anyone involved in extended and full service school provision, as a practitioner, policy-maker, or researcher.
Arnold Krupat's From the Boarding Schools makes available
previously unheard Apache voices from the Indian boarding schools.
It includes selections from two unpublished autobiographies by Sam
Kenoi ...and Dan Nicholas, produced in the 1930s with the
anthropologist Morris Opler, as well as material by and about
Vincent Natalish, a contemporary of Kenoi and Nicholas. Natalish
was one of more than one hundred Apaches taken from Fort Marion to
the Carlisle Indian School by its superintendent, Captain Richard
Henry Pratt, in 1887. A considerable number of these students died
at the school, and many who were sent home for illness or poor
health did not recover. Natalish, however, remained at Carlisle and
graduated in 1899. He married, had a son, and lived and worked in
New York. He also actively sought the release of his relatives and
other Apaches held prisoner at Fort Sill, Oklahoma. Apache people
have been telling and circulating stories among themselves for
generations. But in contrast to their neighbors the Hopis and the
Navajos, Apaches have produced relatively few written
autobiographical narratives, and even fewer about their boarding
school experiences. Supplementing the narratives with detailed
cultural and historical commentary, From the Boarding
Schools brings these lived experiences from the archives into
current discourse.
At the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology ...widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing evidence of outcomes, accounting for variability in implementation and results, and establishing a foundation for broader understanding of the problem and proposed solutions. This exciting new book provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders: (1) Christine, a middle school principal who is concerned with the volume of disciplinary referrals in her school; (2) Michelle, an elementary school principal who wants to address achievement gaps; (3) Eric, an assistant superintendent who wants to improve the quality of principals' instructional feedback to teachers; and (4) Nora, a high school principal who is concerned about the use of racial and homophobic slurs in the hallways. The book follows each of these leaders as they formulate and refine interventions to address these problems. "Design-Based School Improvement" also includes a series of "excursions into theory" that discuss the research basis for design-based improvement. The author--a leading thinker about policy implementation and school reform--shows a profound appreciation for the complexity of work in schools and the deep and sustained thinking entailed in undertaking productive change. By bringing theory to life and putting it in the hands of skilled practitioners, this book promises to become an invaluable resource for education leaders seeking to solve problems of equity and social justice in schools. Contents include: (1) Design Development and Innovative School Improvement; (2) Selecting Problems of Practice; (3) Defining and Framing Problems of Practice (with Elizabeth Zumpe); (4) Making Intuitive Theories of Action Explicit (with Elizabeth Zumpe); (5) Conducting a Needs Assessment (with Mahua Baral); (6) Consulting the Professional Knowledge Base (with Mahua Baral); (7) Becoming Intellectual Leaders in the Co-design Space (with Mahua Baral); (8) Understanding the Problem (with Elizabeth Zumpe); (9) Understanding the Change Process; (10) Designing Interventions; (11) Making Design Development Research-Based; (12) Collecting Impact and Process Data; (13) Making Design Development Studies Rigorous; (14) Integrating Action Research into Design Development; (15) Implementing Interventions (with John Hall); (16) Deriving Design Principles (with John Hall); "Getting Started: Key Sources Consulted by the Designers Featured in This Book" is appended. An index is also included.
Why busing failed Delmont, Matthew F
2016., 20160301, 2016, 2016-03-01, Volume:
42
eBook
In the decades after the landmarkBrown v. Board of EducationSupreme Court decision, busing to achieve school desegregation became one of the nation's most controversial civil rights issues.Why Busing ...Failedis the first book to examine the pitched battles over busing on a national scale, focusing on cities such as Boston, Chicago, New York, and Pontiac, Michigan. This groundbreaking book shows how school officials, politicians, the courts, and the media gave precedence to the desires of white parents who opposed school desegregation over the civil rights of black students.This broad and incisive history of busing features a cast of characters that includes national political figures such as then-president Richard Nixon, Chicago mayor Richard J. Daley, and antibusing advocate Louise Day Hicks, as well as some lesser-known activists on both sides of the issue-Boston civil rights leaders Ruth Batson and Ellen Jackson, who opposed segregated schools, and Pontiac housewife and antibusing activist Irene McCabe, black conservative Clay Smothers, and Florida governor Claude Kirk, all supporters of school segregation.Why Busing Failedshows how antibusing parents and politicians ultimately succeeded in preventing full public school desegregation.
"Breaking Barriers" shows how to redesign high schools so that all students can move on to college and successful careers. In a negation of the American Dream, a child's zip code is currently a far ...better predictor of success than hard work, intelligence, or resilience. This book tells the story of a school model that focuses on equity and works to prove that all young people can achieve academic excellence given the right support. P-TECH (Pathways in Technology Early College High School) combines public high schools and community colleges in partnership with employers, providing both opportunity and support for all students. This innovative and effective approach eliminates barriers to replication by engaging all stakeholders. The first P-TECH, which opened in a low-income Brooklyn neighborhood, is now a model for school reform. Praised by President Obama and heads of nations, its story is told through the voices of students who have shattered the myths about which students can succeed. This book: (1) Describes a successful school reform model that is operating in 240 schools across 12 states and 28 countries; (2) Demonstrates how engaging and involving all stakeholders in school reform creates partners instead of adversaries; (3) Illustrates how success in a single school has become the linchpin behind a reform movement because the key barriers to replication were removed in its very design; and (4) Delves into thorny issues like the opportunity and achievement gaps, dismal college completion rates, college debt, income inequality, and the need for skilled, diverse STEM employees. Foreword written by Randi Weingarten. Afterword written by Rashid Ferrod Davis.
ABSTRACT
BACKGROUND
The benefits of delaying school start times for secondary students are well‐established. However, no previous study has considered how changing school start times impacts sleep ...and daytime functioning for K‐12 teachers.
METHODS
Teachers in a large suburban school district completed 3 annual surveys (pre‐change n = 1687, post‐change n = 1857, follow‐up n = 1812) assessing sleep and daytime functioning.
RESULTS
With delayed start times, high school teachers had later rise times (high school HS: 28 minutes, middle school MS: 14 minutes), increased sleep duration (HS: 22 minutes, MS: 13 minutes), and improved daytime functioning. Improvements for middle school teachers were noted but were not statistically significant. With earlier start times, elementary teachers reported earlier bedtimes (9 minutes) and wake times (9 minutes), with no changes in sleep duration or daytime functioning.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY
Today's school health policies often focus on wellness. Findings from this study reveal that the policy of healthy school start times can have a significant, positive impact on adults who teach in later‐starting secondary schools. Later school start times for secondary teachers provide greater parity with their elementary colleagues in terms of sleep opportunity.
CONCLUSIONS
This study extends previous findings on how the policy of later secondary school start times improves the health and well‐being of adolescents, highlighting that healthy start times contribute to increased sleep opportunity for MS and HS teachers and improved daytime functioning for HS teachers, with changed start times having no significant negative effect on elementary school teachers.
The Impact of PDS Partnerships in Challenging Times is the follow up to Doing PDS: Stories and Strategies from Successful Clinically Rich Practice (2018). The first book included stories that ...described our experiences across more than twenty-five years of PDS partnerships. We sought to examine and chronicle the innovative ways we negotiate school-university collaboration while explaining the development of the SUNY Buffalo State PDS consortium. This second volume strives to explore the impact of our endeavors individually at each school/community site and collectively as an entire consortium to point to the important ways that school-university partnership contributes to all stakeholders and where we might do better. SUNY Buffalo State's PDS roots go back to 1991 with one local school partner. Today this school-university partnership consortium connects with over 100 schools with approximately 45 signed agreements each semester in Western New York, nationally, and internationally. The SUNY Buffalo State PDS consortium is grounded in three frameworks for clinically rich practice: (a) the National Association for Professional Development Schools Nine Essentials (Brindley, Field, & Lesson, 2008); (b) CAEP Standards for Excellence in Educator Preparation, Standard 2 (http://caepnet.org/ standards/standard-2, 2018); and (c) the Buffalo State Teacher Education Unit Conceptual Framework (https://epp.buffalostate.edu/conceptualframework, 2018). Through specific examples, each chapter utilizes a case study approach to describe the nature of various partnerships situated in research with a focus on the impact of the partnership. The chapters are intentionally succinct to provide a focused look at a particular partnership activity as each contributes to the larger goals of the entire consortium. Every chapter follows a similar structure - defining a challenge identified by the members of the consortium, a review of the relevant literature, an explanation of how the school/community liaison team responded to the challenge and the data gathered to determine impact, an "impact at a glance" chart to report the findings, and an identification of the necessary next steps in the project.
From an educational-historical view this book analyses the cultural models that underlie the conception and organisation of secondary teacher education and the professionalisation of future secondary ...school teachers in Europe. Based on different conceptions of school, citizenship and the teaching profession these models have an enormous influence on school policy. Taking the examples of Italy and Germany, the complex history of teacher education is reconstructed and analysed. The various articles deal in a long-term view with the emergence of national models of teacher education at the end of the 18th century, their consolidation in the 19th and 20th centuries and their transnational transformation between past and present.
"Der Band setzt sich bildungsgeschichtlich mit den kulturellen Modellen auseinander, die im europäischen Kontext der Konzeption und der Organisation der Lehrerbildung im Sekundarbereich und der Professionalisierung der zukünftigen Gymnasiallehrer zugrunde liegen. Sie gehen von unterschiedlichen Vorstellungen von Schule, Bürgerschaft und Lehrberuf aus und haben einen enormen Einfluss auf die Schulpolitik. An den beiden exemplarischen Fällen Italien und Deutschland wird die vielschichtige Geschichte der Lehrerbildung historisch rekonstruiert und analysiert. In einer Langzeitbetrachtung befassen sich die einzelnen Beiträge mit der Entstehung nationaler Modelle der Lehrerbildung am Ende des 18. Jahrhunderts, mit ihrer Konsolidierung im 19. und 20. Jahrhundert und ihrer transnationalen Transformation in der Gegenwart."
