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.
How Schools Do Policy Ball, Stephen J; Maguire, Meg; Braun, Annette
Routledge, Taylor & Francis Group,
2012, 20120726, 2011, 2011-12-14, 2012-07-26
eBook, Book
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:
contexts of ‘policy work’ in schools;
teachers as policy subjects;
teachers as policy actors;
policy texts, artefacts and events;
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.
Stephen J. Ball is the Karl Mannheim Professor of Sociology of Education in the Department of Educational Foundations and Policy Studies at the Institute of Education, University of London, UK.
Meg Maguire is Professor of Sociology of Education in the Department of Education and Professional Studies at King’s College London, UK.
Annette Braun is a Lecturer in Sociology in the Sociology Department of City University, London, UK.
Foreword or Introduction 1. Beyond implementation –Towards a Theory of Policy Enactment 2. Taking Context Seriously 3. Doing Enactment: People, Culture and Policy Work 4. Policy into Practice 5. Whatever happened to... 6. Policy Enactments – In Theory and Practice
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.
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.
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.
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.
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