High Expectationsthe Cultural Roots Of Standards Reform In American Education
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| Author | : William A. Proefriedt |
| Publisher | : |
| Total Pages | : 212 |
| Release | : 2008-07-24 |
| Genre | : Education |
| ISBN | : |
This fascinating historical account sheds much-needed light on the ideas and assumptions of the current standards and accountability movement by focusing on essential questions in education: Who is to be educated? What knowledge is of most worth? How shall we teach? How do students learn? And education toward what ends? The author compares and contrasts how present reformers have answered these questions and how educational thinkers, including Emerson, Du Bois, and Dewey, have addressed them. By placing today’s reforms in historical perspective, educators will be better able to respond thoughtfully to current educational policies and practices. Providing a thorough understanding and critique of today’s standards movement, this book: Shows how the strengths and weaknesses of the present reform movement are rooted in a set of American cultural beliefs about individual possibility and responsibility, about opportunity and merit, and about the role of schooling in creating social change. Argues that schools are not the only institution in our society that should be held responsible for the failure to close the achievement gap. Encourages educators to step outside of their day-to-day practice to see that there are other ways of “doing schooling” based on our past. Offers new paths for reformers to address issues such as curriculum, approaches to learning, testing, and school finance practices.
| Author | : Richard Rothstein |
| Publisher | : Teachers College Press |
| Total Pages | : 210 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : 9780807745564 |
Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
| Author | : Thomas J. Lasley |
| Publisher | : SAGE |
| Total Pages | : 409 |
| Release | : 2012-09-06 |
| Genre | : Education |
| ISBN | : 1412987660 |
This volume in the pointunterpoint Debating Issues in American Education reference series tackles the topic of standards and accountability in schools, providing readers with views on multiple sides of standards and accountability issues and pointing them toward more in-depth resources for further exploration.
| Author | : United States. National Commission on Excellence in Education |
| Publisher | : |
| Total Pages | : 82 |
| Release | : 1983 |
| Genre | : Education |
| ISBN | : |
| Author | : Diane Ravitch |
| Publisher | : Basic Books (AZ) |
| Total Pages | : 298 |
| Release | : 2010-03-02 |
| Genre | : Education |
| ISBN | : 0465014917 |
Discusses how school choice, misapplied standards of accountability, the No Child Left Behind mandate, and the use of a corporate model have all led to a decline in public education and presents arguments for a return to strong neighborhood schools and quality teaching.
| Author | : |
| Publisher | : Xlibris Corporation |
| Total Pages | : 149 |
| Release | : 2010-05-14 |
| Genre | : Education |
| ISBN | : 1524564508 |
Abstract of A GUIDE FOR CULTURALLY RESPONSIVE TEACHING IN ADULT PRISON EDUCATIONAL PROGRAMS by Michael Gray Brief Review of Literature Increasingly, prison education programs are multicultural environments where teachers must relate their content to inmates of varying cultures, and backgrounds. In contrast, engagement in learning is the visible outcome of motivation, and redirecting energy in the pursuit of a goal (Feistritzer & Haar, 2008). Teachers that do not understand culturally responsive teaching or have a lack of training in culturally responsive teaching may cause the students feelings of embarrassment (Feistritzer & Haar). Some people enjoy sharing personal information with others who are relatively unknown to them when teaching adults (Galbraith, 2004). Statement of Purpose The purpose of this project is to develop a handbook for the educational departments of correctional agencies in the process of in-service training for their teaching staff. The development of this project focuses on three main areas; incompatibilities in adult prison educational programs, culturally responsive teaching in adult prison educational programs, and learning theory in adult prison educational programs. Methodology The data for this study was collected and analyzed from adults currently in prison educational programs. Teachers rely on the correctional staff to guide them in styles of communication and methods for solving problems in their classroom (Cartledge, Gardner & Ford, 2009). Teachers must have a firm understanding of different cultures, gender gaps, and how different ethnic groups learn, will help the teacher become successful when they try new teaching strategies (Cartledge et al.). Conclusions and Recommendations Studies have shown that there is considerable need for education in adult prisons, and political bureaucracy is disabling prison educational programs by suffocating programs with economical demise (Campbell, 2005). Teachers become reluctant to pay the extra cost to learn andragogy teaching practices; therefore teachers are unprepared to deal with adult students that practice and demonstrate criminal behavior. Improving teachers ability to teach is obviously crucial to school success, and that is the purpose of professional development (Dipaola & Hoy, 2006).
| Author | : Julie A. Gorlewski |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 138 |
| Release | : 2012-09-05 |
| Genre | : Education |
| ISBN | : 9460918433 |
This book provides no answer key. If you are looking for “one right answer,” go elsewhere. Implicit in the current educational reform movement towards standards and standardization is the belief that the work of teachers is quantifiable; that the hours and days of contact time between teachers and students can be reduced to a number that has meaning; in short, that there is one right answer. Making it Real: Case Stories for Secondary Teachers focuses not on the episodic nature of the standardized test but on those “hours and days of contact time” that represent the essence of what teachers do on a daily basis. Within that context, teachers are called upon to make hundreds of decisions each day - decisions which require knowledge and expertise about planning, learner development, content knowledge, student assessment, and ethical practice – among many others. These decisions are not made easily and cannot be quantified because they take place in the complex world of human nature and human activity; where values and priorities conflict and often clash. The teachers, administrators, and students in Making it Real: Case Stories for Secondary Teachers represent the day-to-day situations, relationships, conflicts, and dilemmas that exist in every school. No “formulas” are presented. No “secrets” are revealed. Rather, the authors provide a template for analysis that encourages readers to place themselves in these real life school settings and consider the causes and consequences of their decisions—for themselves, their students, and society as a whole.
| Author | : D. Douglas Caulkins |
| Publisher | : John Wiley & Sons |
| Total Pages | : 767 |
| Release | : 2012-09-24 |
| Genre | : Social Science |
| ISBN | : 1118325575 |
The first comprehensive guide to anthropological studies of complex organizations Offers the first comprehensive reference to the anthropological study of complex organizations Details how organizational theory and research in business has adopted anthropology’s key concept of culture, inspiring new insights into organizational dynamics and development Highlights pioneering theoretical perspectives ranging from symbolic and semiotic approaches to neuroscientific frameworks for studying contemporary organizations Addresses the comparative and cross-cultural dimensions of multinational corporations and of non-governmental organizations working in the globalizing economy Topics covered include organizational dynamics, entrepreneurship, innovation, social networks, cognitive models and team building, organizational dysfunctions, global networked organizations, NGOs, unions, virtual communities, corporate culture and social responsibility Presents a body of work that reflects the breadth and depth of the field of organizational anthropology and makes the case for the importance of the field in the anthropology of the twenty-first century
| Author | : Michael A. Gray M.A.E.D |
| Publisher | : Xlibris Corporation |
| Total Pages | : 129 |
| Release | : 2016-12-19 |
| Genre | : Self-Help |
| ISBN | : 1524560545 |
Your knowledge of police ethics or lack thereof determines your experience! Every sworn officer knows, or at least should know by now, that they live in a glass jar. Friends, relatives, neighbors, and strangers watch every move that law enforcement officers make both on and off duty. The fact is that the public scrutinizes police officers more than most other professions either because theyre cynical or hope to catch them screwing up or because theyre hopeful and are looking for a good example and a strong leader. In either case, its up to the officer or civil service worker to be above reproach in both his public and private life. The major difference between most sworn officers or civil service workers and extremely successful officers or civil workers is the gap between what they know and what they do. Both groups have about the same knowledge base. Extremely successful officers and civil service works are just better at doing what they should be doing. I worked as a special deputy sheriff early in my young life, and there were times I lost my temper to the point where I wanted to cross ethical boundaries. I wrote this powerful, high-impact workbook to help fellow officers by educating them in police ethics so that they wont become a victim of poor decision-making, placed in the limelight of shame, and made the poster child for law enforcement ethical dilemmas. Using this ethical workbook in your organization will show your employees youre serious about their professional growth and achieving critical ethical goals and objectives. This ethics in law enforcement workbook allows you to train entire police departments for less than the cost of traditional public seminars or other training options. Give your officers and civil service workers the skills, knowledge, and confidence they need to meet tough workplace challenges while on patrol or while working in a civil service position. This workbook will help them realize their full potential and perform at their peak and provide them with the tips and techniques they will need to stay calm and productive in any situation.
| Author | : Emily R. Crawford |
| Publisher | : Routledge |
| Total Pages | : 277 |
| Release | : 2019-08-14 |
| Genre | : Education |
| ISBN | : 0429591020 |
Educational Leadership of Immigrants highlights the educational practices and discourses around immigration that intersect with policies and laws, in order to support K-12 students’ educational access and families’ participation in schooling. Drawing primarily on research from the fields of educational leadership and educational policy, this book employs a case study approach to address immigration in public schools and communities; school leaders’ responses to ethical dilemmas; the impact of immigration policy on undocumented students; and the varying cultural, sociopolitical, legal and economic contexts affecting students’ educational circumstances. This book prepares current and future educational leaders to adapt to the changing terrain of U.S. demographics, education, and immigration policy. Special features include: case narratives drawn from real-life experiences to support the educational needs of immigrant students; teaching activities and reflective discussion questions pertaining to each case study to crystallize leaders’ knowledge and facilitate their comfort levels in practice; discussions of current challenges in education facing immigrant students, their families, educators, and school leaders, especially with changing immigration law.
