The Structure Of Schooling
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| Author | : Richard Arum |
| Publisher | : Pine Forge Press |
| Total Pages | : 641 |
| Release | : 2010-05-13 |
| Genre | : Social Science |
| ISBN | : 1412980399 |
This comprehensive reader in the sociology of education examines important topics and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, the editors have chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling on individuals and society.
| Author | : Richard Arum |
| Publisher | : SAGE |
| Total Pages | : 801 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 1452205426 |
This comprehensive reader in the sociology of education examines important topics and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, the editors have chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling on individuals and society.
| Author | : Linda M. McNeil |
| Publisher | : Routledge |
| Total Pages | : 261 |
| Release | : 2013-10-14 |
| Genre | : Education |
| ISBN | : 1135209286 |
McNeil traces the poor quality of high school instruction t the tensions between the social control purposes of schooling and the schools' educational goals.
| Author | : Barbara Benham Tye |
| Publisher | : |
| Total Pages | : 204 |
| Release | : 2000 |
| Genre | : Education |
| ISBN | : 9780807739334 |
Tye identifies what she terms "deep structure" in the educational society, elements of life that are continually and consistently present in a school environment. She argues that transitory, surface efforts to change education will fail because of the deep structure inherent in school culture.
| Author | : Joyce, Bruce |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 273 |
| Release | : 1999-05-01 |
| Genre | : Education |
| ISBN | : 0335202942 |
Self renewing schools where students and staff are involved in ongoing inquiry has long since been an ideal in education. The book draws upon research on successful and unsuccessful school improvement programmes to generate a practical strategy for school improvement that can be used by schools and local education authorities with a high probability of success.
| Author | : Jeannie Oakes |
| Publisher | : Yale University Press |
| Total Pages | : 356 |
| Release | : 2005-05-10 |
| Genre | : Education |
| ISBN | : 9780300174069 |
Selected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking—the system of grouping students for instruction on the basis of ability—reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role. From reviews of the first edition:“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record
| Author | : Barbara Benham Tye |
| Publisher | : |
| Total Pages | : 204 |
| Release | : 2000 |
| Genre | : Education |
| ISBN | : 9780807739341 |
Tye identifies what she terms "deep structure" in the educational society, elements of life that are continually and consistently present in a school environment. She argues that transitory, surface efforts to change education will fail because of the deep structure inherent in school culture.
| Author | : John B. Biggs |
| Publisher | : Academic Press |
| Total Pages | : 262 |
| Release | : 2014-05-10 |
| Genre | : Education |
| ISBN | : 1483273318 |
Educational Psychology Series: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) focuses on the approaches, methodologies, and techniques employed in the valuation of the quality of learning. The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history. The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions. The publication is a vital source of data for educators interested in the SOLO taxonomy.
| Author | : Wayne K. Hoy |
| Publisher | : SAGE Publications |
| Total Pages | : 146 |
| Release | : 2015-07-22 |
| Genre | : Education |
| ISBN | : 1506307213 |
"The book provides a reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research..." —Megan Tschannen-Moran, The College of William & Mary Quantitative Research in Education: A Primer, Second Edition is a brief and practical text designed to allay anxiety about quantitative research. Award-winning authors Wayne K. Hoy and Curt M. Adams first introduce readers to the nature of research and science, and then present the meaning of concepts and research problems as they dispel notions that quantitative research is too difficult, too theoretical, and not practical. Rich with concrete examples and illustrations, the Primer emphasizes conceptual understanding and the practical utility of quantitative methods while teaching strategies and techniques for developing original research hypotheses. The Second Edition includes suggestions for empirical investigation and features a new section on self-determination theory, examples from the latest research, a concluding chapter illustrating the practical applications of quantitative research, and much more. This accessible Primer is perfect for students and researchers who want a quick understanding of the process of scientific inquiry and who want to learn how to effectively create and test ideas.
| Author | : James D. Anderson |
| Publisher | : Univ of North Carolina Press |
| Total Pages | : 383 |
| Release | : 2010-01-27 |
| Genre | : Social Science |
| ISBN | : 0807898880 |
James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.
