Making School Integration Work: Lessons from Morris, Paul Tractenberg
Автор: Tractenberg Paul, Roda Allison, Coughlan Ryan Название: Making School Integration Work: Lessons from Morris ISBN: 0807763624 ISBN-13(EAN): 9780807763629 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 41580.00 T Наличие на складе: Нет в наличии. Описание: Many American schools continue to struggle with segregation. This important book tells the story of how two school districts - one a predominantly White and wealthy suburban community and the other a more diverse and urbanized community - were merged into a single district to work toward a solution for school segregation.
Автор: Stephen F. Hamilton Название: Career Pathways for All Youth: Lessons from the School-to-Work Movement ISBN: 1682534456 ISBN-13(EAN): 9781682534458 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 59130.00 T Наличие на складе: Нет в наличии. Описание: Career pathways (CP) has gained prominence as a strategy to ensure that high school students and displaced workers acquire the college and career readiness skills needed in a fast-changing, globalized economy. In an effort to ensure future success for CP, Stephen F. Hamilton examines the School-to-Work (STW) movement of the 1980s and 1990s and explores how the lessons learned from that campaign's demise can pave the way for a CP program that endures and serves the most deserving.
Hamilton recounts the history and trajectory of STW and CP and outlines the components of a career pathways program that can stand the test of time. He recommends a plan that includes work-based learning, dual enrollment opportunities, coordination at the K-12 and post-secondary levels, private and public funding, and above all, the creation of a CP infrastructure or "system" rather than a loose collection of programs that characterized the earlier STW initiative.
Guided by the latest research, Career Pathway for All Youth features vignettes and interviews with educators, leaders, and career-to-work industry veterans, including High-Tech High, YouthBuild, Linked Learning, CareerWise Colorado, and Apprenticeship Carolina. Showcasing CP's many guises and possibilities, the book should help educators learn from the past and secure a more equitable future.
Автор: Stephen F. Hamilton Название: Career Pathways for All Youth: Lessons from the School-to-Work Movement ISBN: 1682534448 ISBN-13(EAN): 9781682534441 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 28430.00 T Наличие на складе: Нет в наличии. Описание: Career pathways (CP) has gained prominence as a strategy to ensure that high school students and displaced workers acquire the college and career readiness skills needed in a fast-changing, globalized economy. In an effort to ensure future success for CP, Stephen F. Hamilton examines the School-to-Work (STW) movement of the 1980s and 1990s and explores how the lessons learned from that campaign's demise can pave the way for a CP program that endures and serves the most deserving. Hamilton recounts the history and trajectory of STW and CP and outlines the components of a career pathways program that can stand the test of time. He recommends a plan that includes work-based learning, dual enrollment opportunities, coordination at the K-12 and post-secondary levels, private and public funding, and above all, the creation of a CP infrastructure or "system" rather than a loose collection of programs that characterized the earlier STW initiative. Guided by the latest research, Career Pathway for All Youth features vignettes and interviews with educators, leaders, and career-to-work industry veterans, including High-Tech High, YouthBuild, Linked Learning, CareerWise Colorado, and Apprenticeship Carolina. Showcasing CP's many guises and possibilities, the book should help educators learn from the past and secure a more equitable future.
Автор: Debra M. Pane, Tonette S. Rocco Название: Transforming the School-to-Prison Pipeline: Lessons from the Classroom ISBN: 9462094470 ISBN-13(EAN): 9789462094475 Издательство: Brill Рейтинг: Цена: 66410.00 T Наличие на складе: Невозможна поставка. Описание: Critical theory as an umbrella for transformative practices, deconstruction of dominant ideologies, and re-conceptualization of practices serve as a model to ensure that research is firmly planted in a theoretical framework. Pane and Rocco take significant care to ensure that their work rests upon the research and data of leading scholars and national data sources.”—Education Review “Revolution, not reform, is required to release the power of teaching …. Virtually, all teachers possess tremendous power which can be released, given the proper exposure. We can’t get to that point by tinkering with a broken system. We must change our intellectual structures, definitions and assumptions; then we can release teacher power.” (Hilliard, 1997) This book was written during a time of growing upheaval and disagreement about how America should educate its students, particularly those who are poor, diverse, and failing school. Dominant educational research, newspapers, and popular movies such as “Waiting for Superman” continually fuel public debates about whether our 21st century schools provide justice for all, decrease the achievement gap, and leave no child behind. However, even though one of teachers’ greatest concerns and why many leave the profession, classroom discipline is rarely brought to the forefront of discussion. As a result, public discourse does not get into what actually happens during disciplinary moments that ultimately leads to the disproportional tracking of particular students into exclusionary school disciplinary consequences, which funnels an underclass of students into the school-to-prison pipeline. This book is a scholarly study, presented here as a readable story, and practical guide for walking teachers, administrators, and teacher education programs through the process of transforming traditional ways of thinking about classroom discipline and teaching in order to create student-centered, creative, non-punitive classrooms that authentically engage the most alienated and oppressed students in our schools and society.
Автор: Genevieve Siegel-Hawley Название: When the Fences Come Down: Twenty-First-Century Lessons from Metropolitan School Desegregation ISBN: 1469627833 ISBN-13(EAN): 9781469627830 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 27170.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: How we provide equal educational opportunity to an increasingly diverse, highly urbanized student population is one of the central concerns facing our nation. As Genevieve Siegel-Hawley argues in this thought-provoking book, within our metropolitan areas we are currently allowing a labyrinthine system of school-district boundaries to divide students-and opportunities-along racial and economic lines. Rather than confronting these realities, though, most contemporary educational policies focus on improving schools by raising academic standards, holding teachers and students accountable through test performance, and promoting private-sector competition. Siegel-Hawley takes us into the heart of the metropolitan South to explore what happens when communities instead focus squarely on overcoming the educational divide between city and suburb.Based on evidence from metropolitan school desegregation efforts in Richmond, Virginia; Louisville, Kentucky; Charlotte-Mecklenburg, North Carolina; and Chattanooga, Tennessee, between 1990 and 2010, Siegel-Hawley uses quantitative methods and innovative mapping tools both to underscore the damages wrought by school-district boundary lines and to raise awareness about communities that have sought to counteract them. She shows that city-suburban school desegregation policy is related to clear, measurable progress on both school and housing desegregation. Revisiting educational policies that in many cases were abruptly halted-or never begun-this book will spur an open conversation about the creation of the healthy, integrated schools and communities critical to our multiracial future.
Автор: Katharine G. Shepherd, Colby T. Kervick, Djenne-amal N. Morris Название: The Art of Collaboration: Lessons from Families of Children with Disabilities ISBN: 9463008225 ISBN-13(EAN): 9789463008228 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: The Art of Collaboration: Lessons from Families of Children with Disabilities, co-authored by two professors of education and a parent of a child with disabilities, draws on the literature as well as original research to explore the meaning of collaboration and the benefits and barriers to developing positive school and family partnerships. The voices and stories of families of children with a variety of disabilities and experiences are at the heart of the book, providing insights into how we might re-conceptualize collaboration as an ongoing process and an “art” built on a shared commitment to improving the lives of children and families. The book begins with an overview of the research on collaboration and explores key themes, including the process of identifying a disability, the meaning of parent knowledge and expertise in the digital age, the potential to join parent and professional knowledge for the benefit of the child and family, and approaches leading to meaningful collaboration and communication. These include a variety of family-centered tools and practices, strategies for promoting parent advocacy and leadership, and a focus on hope and resiliency. Each chapter concludes with questions for reflection and suggested activities, making it an ideal resource for both parents and professionals. Throughout, the authors critique the collaborative process, while focusing on its promises and possibilities for families, educators, and other professionals.
Автор: Frederick M. Hess, Michael Q. McShane Название: Bush-Obama School Reform: Lessons Learned ISBN: 1682532186 ISBN-13(EAN): 9781682532188 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 63750.00 T Наличие на складе: Невозможна поставка. Описание: Frederick M. Hess and Michael Q. McShane have gathered a diverse group of scholars to examine the shifting federal role in education across the presidential administrations of George W. Bush and Barack Obama. While the administrations were vastly different, one thing remained constant: an ongoing and significant expansion of the federal role in education. Moreover, many of the key principles underlying federal reform remained consistent: an emphasis on standards- and test-based accountability; teacher quality as measured by test scores; school choice; and the importance of research in evaluating improvement initiatives. Rather than evaluating the merits of particular reforms, the book's contributors look at how federal involvement shaped the ways these initiatives were taken up--and by whom--as well as the sources and contours of political resistance. The contributors address a wide range of topics, from standards and accountability to charter schools to the federal role in education research and the civil rights paradigm as a way of framing education issues. The book pays special attention to the political dynamics that shaped the success or failure of prominent reform initiatives, including No Child Left Behind, Race to the Top, Common Core, and teacher evaluation, and each chapter concludes with a series of "Lessons Learned" that highlight key takeaways for moving forward. By examining the federal role in education across two such different administrations and over a sustained period of time, Bush-Obama School Reform offers a wealth of insight into the factors that support or constrain an expanded federal role in a range of education reforms and provides invaluable guidance for a changing era.
Автор: Debra M. Pane, Tonette S. Rocco Название: Transforming the School-to-Prison Pipeline: Lessons from the Classroom ISBN: 9462094489 ISBN-13(EAN): 9789462094482 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: Critical theory as an umbrella for transformative practices, deconstruction of dominant ideologies, and re-conceptualization of practices serve as a model to ensure that research is firmly planted in a theoretical framework. Pane and Rocco take significant care to ensure that their work rests upon the research and data of leading scholars and national data sources.”—Education Review “Revolution, not reform, is required to release the power of teaching …. Virtually, all teachers possess tremendous power which can be released, given the proper exposure. We can’t get to that point by tinkering with a broken system. We must change our intellectual structures, definitions and assumptions; then we can release teacher power.” (Hilliard, 1997) This book was written during a time of growing upheaval and disagreement about how America should educate its students, particularly those who are poor, diverse, and failing school. Dominant educational research, newspapers, and popular movies such as “Waiting for Superman” continually fuel public debates about whether our 21st century schools provide justice for all, decrease the achievement gap, and leave no child behind. However, even though one of teachers’ greatest concerns and why many leave the profession, classroom discipline is rarely brought to the forefront of discussion. As a result, public discourse does not get into what actually happens during disciplinary moments that ultimately leads to the disproportional tracking of particular students into exclusionary school disciplinary consequences, which funnels an underclass of students into the school-to-prison pipeline. This book is a scholarly study, presented here as a readable story, and practical guide for walking teachers, administrators, and teacher education programs through the process of transforming traditional ways of thinking about classroom discipline and teaching in order to create student-centered, creative, non-punitive classrooms that authentically engage the most alienated and oppressed students in our schools and society.
Автор: Katharine G. Shepherd, Colby T. Kervick, Djenne-amal N. Morris Название: The Art of Collaboration: Lessons from Families of Children with Disabilities ISBN: 9463008233 ISBN-13(EAN): 9789463008235 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: The Art of Collaboration: Lessons from Families of Children with Disabilities, co-authored by two professors of education and a parent of a child with disabilities, draws on the literature as well as original research to explore the meaning of collaboration and the benefits and barriers to developing positive school and family partnerships. The voices and stories of families of children with a variety of disabilities and experiences are at the heart of the book, providing insights into how we might re-conceptualize collaboration as an ongoing process and an “art” built on a shared commitment to improving the lives of children and families. The book begins with an overview of the research on collaboration and explores key themes, including the process of identifying a disability, the meaning of parent knowledge and expertise in the digital age, the potential to join parent and professional knowledge for the benefit of the child and family, and approaches leading to meaningful collaboration and communication. These include a variety of family-centered tools and practices, strategies for promoting parent advocacy and leadership, and a focus on hope and resiliency. Each chapter concludes with questions for reflection and suggested activities, making it an ideal resource for both parents and professionals. Throughout, the authors critique the collaborative process, while focusing on its promises and possibilities for families, educators, and other professionals.
Автор: Ben-Porath Sigal R., Johanek Michael C. Название: Making Up Our Mind: What School Choice Is Really about ISBN: 022661963X ISBN-13(EAN): 9780226619637 Издательство: Wiley Рейтинг: Цена: 25350.00 T Наличие на складе: Невозможна поставка. Описание: If free market advocates had total control over education policy, would the shared public system of education collapse? Would school choice revitalize schooling with its innovative force? With proliferating charters and voucher schemes, would the United States finally make a dramatic break with its past and expand parental choice? Those are not only the wrong questions--they're the wrong premises, argue philosopher Sigal R. Ben-Porath and historian Michael C. Johanek in Making Up Our Mind. Market-driven school choices aren't new. They predate the republic, and for generations parents have chosen to educate their children through an evolving mix of publicly supported, private, charitable, and entrepreneurial enterprises. The question is not whether to have school choice. It is how we will regulate who has which choices in our mixed market for schooling--and what we, as a nation, hope to accomplish with that mix of choices. Looking beyond the simplistic divide between those who oppose government intervention and those who support public education, the authors make the case for a structured landscape of choice in schooling, one that protects the interests of children and of society, while also identifying key shared values on which a broadly acceptable policy could rest.
Автор: Ben-Porath Sigal R., Johanek Michael C. Название: Making Up Our Mind: What School Choice Is Really about ISBN: 022661946X ISBN-13(EAN): 9780226619460 Издательство: Wiley Рейтинг: Цена: 68640.00 T Наличие на складе: Невозможна поставка. Описание: If free market advocates had total control over education policy, would the shared public system of education collapse? Would school choice revitalize schooling with its innovative force? With proliferating charters and voucher schemes, would the United States finally make a dramatic break with its past and expand parental choice? Those are not only the wrong questions--they're the wrong premises, argue philosopher Sigal R. Ben-Porath and historian Michael C. Johanek in Making Up Our Mind. Market-driven school choices aren't new. They predate the republic, and for generations parents have chosen to educate their children through an evolving mix of publicly supported, private, charitable, and entrepreneurial enterprises. The question is not whether to have school choice. It is how we will regulate who has which choices in our mixed market for schooling--and what we, as a nation, hope to accomplish with that mix of choices. Looking beyond the simplistic divide between those who oppose government intervention and those who support public education, the authors make the case for a structured landscape of choice in schooling, one that protects the interests of children and of society, while also identifying key shared values on which a broadly acceptable policy could rest.
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