After Brown Clotfelter, Charles T
Princeton University Press,
2004, 2004., 20111016, 2011, 2006-00-00, 2004-01-01
eBook, Book
The United States Supreme Court's 1954 landmark decision, Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book ...provides a comprehensive and up-to-date assessment of how Brown's most visible effect--contact between students of different racial groups--has changed over the fifty years since the decision.
On the one hand, expectations of primary school teachers are high. On the other hand, a specific pedagogical professionalism of primary school teachers is doubted again and again. In fact, a ...compilation of requirements and competences that apply specifically to primary school teachers does not yet exist. While in the discourse on professional theory, challenges for and demands on the professionalism of secondary school teachers seem to be discussed and empirically developed, in the discourse on primary school pedagogy, methodological-didactic questions as well as structural framework conditions come into view, without grasping the consequences for the actions of primary school teachers and framing them in terms of professional theory. The aim of this volume is therefore to link the two discourses more closely and to look at the professionalisation of primary school teachers from different perspectives.
Einerseits sind die Erwartungen an Grundschullehrkräfte hoch. Andererseits wird immer wieder eine spezifische pädagogische Professionalität von Grundschullehrkräften bezweifelt. Tatsächlich existiert eine Zusammenstellung von Anforderungen und Kompetenzen, die speziell für Grundschullehrkräfte gelten, bislang nicht. Während im professionstheoretischen Diskurs vorrangig Herausforderungen für und Anforderungen an die Professionalität von Lehrkräften der Sekundarstufe diskutiert und empirisch erschlossen zu werden scheinen, geraten im grundschulpädagogischen Diskurs methodisch- didaktische Fragen sowie strukturelle Rahmenbedingungen in den Blick, ohne dabei die Konsequenzen für das Handeln von Grundschullehrkräften zu fassen und professionstheoretisch zu rahmen. Ziel dieses Bandes ist es daher, die beiden Diskurse stärker miteinander zu verbinden und die Professionalisierung von Grundschullehrkräften aus unterschiedlichen Perspektiven in den Blick zu nehmen.
Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant ...change and an unrelenting flood of initiatives, changes and reforms that need to be "implemented" by schools. In response to this, a great deal of attention has been given to evaluating "how well" policies are realised in practice--implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources--how they are enacted! Based on a long-term qualitative study of four "ordinary" secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on: (1) contexts of "policy work" in schools; (2) teachers as policy subjects; (3) teachers as policy actors; (4) policy texts, artefacts and events; and (5) standards, behaviour and learning policies. This book offers an original and very grounded analysis of how schools and teachers do policy. It will be of interest to undergraduate and postgraduate students of education, education policy and social policy, as well as school leaders, in the UK and beyond.
In Low-fee Private Schooling and Poverty in Developing Countries, Joanna H rm draws on primary research carried out in sub-Saharan African countries and in India to show how the poor are being failed ...by both government and private schools. The primary research data and experiences are combined with additional examples from around the world to offer a wide perspective on the issue of marketized education, low-fee private schooling and government systems. H rm offers a pragmatic approach to a divisive issue and an ideologically-driven debate and shows how the well-intentioned international drive towards 'education for all' is being encouraged and even imposed long before some countries have prepared the teachers and developed the systems needed to implement it successfully. Suggesting that governments need to take a much more constructive approach to the issue, H rm argues for a greater acceptance of the challenges, abandoning ideological positions and a scaling back of ambition in the hope of laying stronger foundations for educational development.
Teach Me to Be Generous tells the remarkable story of Regis High School, the Jesuit school on New York's Upper East Side that was founded in 1914 by an anonymous donor as a school for Catholic boys ...whose families could not otherwise afford a Catholic education. Enabled by the philanthropy of the founding family for nearly a century, and now by alumni and friends carrying on that tradition of generosity, Regis has been able to provide tuition-free, all-scholarship education for its entire history. It also holds the distinction of being the first free-standing Jesuit high school in the United States, with no connection to any Jesuit colleges or universities. Regis High School's unique story is told by an engaging storyteller and historian who has taught at the school for more than ten years. Father Andreassi offers captivating glimpses into the lives and daily experiences of Regis's students and faculty while chronicling the development of the school's educational philosophy and spiritual approach in its first century. Filled with entertaining anecdotes alongside wider historical context and illuminating statistical analysis, Teach Me to Be Generous tracks Regis High School through the decades of the twentieth century to the present day--from the generosity of a devout Catholic widow, through the Depression and World War II, to changes in demographics of the Catholic community and shifts in the landscape of Catholic education in New York City. During the school's first few decades, Regis admitted thousands of Catholic boys, mostly from poor or lower-middle-class families, helping prepare them for success in college and leadership positions in the professions. Because of the closing of dozens of urban Catholic schools and the general decline of the quality of New York City's public schools, in more recent years the school has faced the challenge of remaining true to its mission in offering an education to Catholic boys "who otherwise would not be able to afford a Catholic education." Teach Me to Be Generous paints a vivid portrait of the first one hundred years of an exceptional institution and looks with hope and confidence to its future.
"Dismantled" is an accessible, critical look at the devolution of local power in the Detroit public school system. The author examines the rise of charter schools and other private enterprises, the ...eclipse of control from local actors to new players and influences, and the invaluable lessons the experience holds for urban school systems nationwide. Kang provides a compelling narrative of this shift in power beginning in the 1980s and leading to the breakup of Detroit Public Schools in 2016, and concludes with a discussion on the implications and dilemmas of regime change. The text looks at such questions as: What happens when local actors no longer have a voice in what happens to their schools? What are the consequences when teachers and administrators cede control to private interests and cease to participate in decisionmaking? What are some ways to redirect public schooling toward democracy in the aftermath of dismantling the Progressive Era system? Book Features: (1) Examines how a series of policies dismantled the Detroit Public Schools, resulting in new educational characteristics such as the marketization and privatization of schooling; (2) Offers an historical perspective on market-based reform, including why and how race and politics serve as barriers to reform; (3) Explains the role and influence of Secretary of Education Betsy DeVos in the Detroit events; and (4) Provides a framework from which to envision the next steps for public education in the 21st century.
Privilege Khan, Shamus Rahman
2011, 2011., 20101228, 2010, 2010-12-28, 20110101, Letnik:
56
eBook, Book
As one of the most prestigious high schools in the nation, St. Paul's School in Concord, New Hampshire, has long been the exclusive domain of America's wealthiest sons. But times have changed. Today, ...a new elite of boys and girls is being molded at St. Paul's, one that reflects the hope of openness but also the persistence of inequality.
InPrivilege, Shamus Khan returns to his alma mater to provide an inside look at an institution that has been the private realm of the elite for the past 150 years. He shows that St. Paul's students continue to learn what they always have--how to embody privilege. Yet, while students once leveraged the trappings of upper-class entitlement, family connections, and high culture, current St. Paul's students learn to succeed in a more diverse environment. To be the future leaders of a more democratic world, they must be at ease with everything from highbrow art to everyday life--fromBeowulftoJaws--and view hierarchies as ladders to scale. Through deft portrayals of the relationships among students, faculty, and staff, Khan shows how members of the new elite face the opening of society while still preserving the advantages that allow them to rule.
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)
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.
