This article documents evidence of nonrandom gender sorting across K–12 schools in the United States. The sorting exists among coed schools and at all grade levels, and it is highest in the secondary ...school grades. We observe some gender sorting across school sectors and types: for instance, males are slightly underrepresented in private schools and charter schools and are substantially overrepresented in irregular public schools, a large share of which educates students with special needs and juvenile justice involvement. Gender sorting within sectors and types is also quite prevalent and appears to be highest within the private schools (where single-sex schools are more common) and irregular public schools. We find that gender sorting is higher in counties that have higher shares of enrollment in private and nonregular public schools. This sorting occurs even though parents have similar stated preferences for school attributes for their sons and daughters.
This article reports on the resurgence of classical and Christian education in the United States. This education has been especially popular with evangelical homeschooling mother-teachers. It seeks ...to cultivate the biblical virtues of truth, goodness, and beauty through contemplating scripture. The curriculum relies on the ancient Trivium tools of knowledge, understanding, and wisdom in order to do this. The inquiry seeks to examine the contexts surrounding a mother-teacher's classical and Christian educational practice guided by two questions: (1) Why and how does an evangelical homeschooling mother-teacher use classical and Christian tools? (2) What are the possibilities and challenges of classical and Christian homeschooling for an evangelical mother-teacher? This curriculum is illustrated with the portrait of April Greene, an evangelical homeschooling mother-teacher of two preteen boys. April enacted agency through the complex and dynamic development of her children and herself. April engaged the Trivium using bricolage, making educational meanings by picking and choosing from available resources and tactics to suit her purposes of intellectual and Christian identity formation. She moved beyond the borders of the official curriculum to create unofficial practices as well. These choices allowed her to negotiate the requirements of evangelical identity and the fact that living and leading in the world may require some knowledge of popular culture. April experienced possibilities related to classical and Christian curriculum, pedagogical tools, and mother-teacher identity. Classical and Christian education also presented a number of difficulties for April regarding cost, time, child agency, perspective taking, isolation, and gender burden. April's identity and agency as a mother-teacher reflected her intense devotion. She struggled with competing roles and expectations while thriving on the unique challenge of becoming an evangelical homeschooling mother-teacher.
American public school districts declined in number from about 200,000 at the beginning of the twentieth century to fewer than 15,000 in 2010. Almost all of this decline was the result of ...consolidation of rural one-room schools, which were usually the only schools in their districts, into large-area districts. This movement is regarded by education historians as the product of a top-down political process in which local interests were steamrollered by state officials and the professional educational establishment. Implicit in this account is the idea that the one-room schools were doing a good job, except for being imperfectly bureaucratized.
Trusted Knowledge for Parents provides clarity, inspiration and support for raising compassionate, respectful and productive children. Parents give so much to their children. They provide young lives ...with love, respect, and guidance. They maintain a safe environment in which kids can explore and learn. They also impact their neighborhoods and society by raising children who are trustworthy, honest and capable. Trusted Knowledge for Parents encourages and inspires readers in the most important job of all: that of being a parent. The lessons in this book were forged in the crucible that is parenting. They have been hardened with resolve and experience and, most importantly, with a parent’s love. The first section, “Trusted Knowledge for Your Child,” provides specific ideas and tips. The discussions of home life and school life are appropriate for any age group. “Knowledge for Yourself” compiles ideas and directives that apply to readers as parents and as human beings. “Knowledge for Your Outlook” supports the concepts and attitudes that keep parents, grandparents, foster parents and childcare providers happy, healthy, and sane!
This book explores personal, family and theoretical constructions of inclusion and offers evidence-based strategies and resources to foster parent- professional, home-school collaborative ...partnerships. It explores working with families to secure identity, opportunity and belonging within school settings and beyond. It does so by means of a rich international blend of scholarly articles and personal reflections. The first section examines personal, family, and theoretical perspectives on ways in which existing systems and structures define and influence inclusion of persons with disability and their families in school and workplace settings. It invites reflection on how we might come together to create more inclusive communities through mutual understanding and valuing. Section two presents a number of evidence-based practices, strategies, and resources that can serve to guide family members and professionals as they work together to build collaborative partnerships and inclusive school communities from preschool through transition to post- secondary and vocational settings. This book invites us to deeper understandings of collaboration, to engage reflection from diverse perspectives. It reminds us that at some level we are all navigating identity, opportunity and belonging; that each of us needs those who challenge us to see beyond our assumptions, whose ideas shape and sharpen our own.
The nature of quality within home-based early childhood education (HBECE) services is important, since all children have the right to access high quality ECE whether it is centre or home-based. HBECE ...services are increasing more rapidly than other EC services in New Zealand, and their flexible hours, local contexts, and favourable ratios and group size, are attractive to many parents. Yet recently the Early Childhood Taskforce was critical of the quality of education and care provided in HBECE, especially the lack of educator training. Research suggests that the following are critical components of quality in HBECE: educators’ general education, specialized EC training (especially recent), professional development opportunities, supervision by visiting teachers, networking opportunities and professional attitudes and practices. HBECE services can be of high quality, provided that there are opportunities and incentives for educator training and networking, and visiting teachers have frequent contact with educators, offering support and monitoring.
Este ensaio é uma reflexão sobre a voz da criança no cinema, partindo do conceito de Bill Nichols que define “a voz de um documentário como o modo específico como um argumento ou uma perspetiva são ...apresentados” (Nichols, 2001, p. 46). Parte dessa identidade organiza-se através de estratégias de realização/edição, com recurso à captação do som e da imagem, que conferem às crianças o direito a uma voz, e a serem, elas próprias, nas dêixis fílmicas, o sujeito. O sujeito retratado é a Rita, uma menina de 10 anos, inserida na comunidade de Ensino Doméstico “O Mundo Somos Nós”, a mais nova de três irmãos que frequentam o ensino convencional. Esta família tem ainda outra particularidade que importa explorar: a mãe é professora do primeiro ciclo, numa escola pública na Póvoa de Lanhoso.No contexto educativo são aprofundadas as estratégias visuais e sonoras utilizadas para a diferenciação e construção da voz individual e coletiva dos personagens (tomada de palavra, discurso, gestão do tempo das falas, silêncios ou expressões faciais), em particular, nos filmes Blackboards (Makhmalbaf, 2000) e Childhood (Olin, 2017).Nas estratégias de realização, além do som e do cenário como formas de conferir temporalidade, espacialidade e ritmo à narrativa, estão subjacentes as questões relacionadas com o enquadramento, a escala de planos e a edição na construção do ponto de vista do personagem. É, por isso, objeto de reflexão a importância do close-up, o poder da imagem-afeção (Deleuze, 1983), a afirmação da criança-potência segundo Focault (citado em Marcello, 2008) e o poder do corte (Murch, 2001).O aprofundamento teórico contribui para a realização do documentário Lar Doce Escola (Oliveira, 2018) e para a reflexão sobre o documentário como representação social e as suas considerações éticas subjacentes aos diferentes modos do documentário, em particular o observacional e participativo.
The author explores the racial and cultural ideologies that inform what it means to be Black in the United States and how this mainstream framing of Blackness intersects with teacher preparedness to ...engage Black textual expressions in the classroom.
