Starting in 1943, millions of children were separated into boys' and girls' schools in cities across the Soviet Union. The government sought to reinforce gender roles in a wartime context and to strengthen discipline and order by separating boys and girls into different classrooms. The program was a failure. Discipline further deteriorated in boys' schools, and despite intentions to keep the education equal, girls' schools experienced increased perceptions of academic inferiority, particularly in the subjects of math and science. The restoration of coeducation in 1954 demonstrated the power of public opinion, even in a dictatorship, to influence school policies. In the first full-length study of the program, Ewing examines this large-scale experiment across the full cycle of deliberating, advocating, implementing, experiencing, criticizing, and finally repudiating separate schools. Looking at the encounters of pupils in classrooms, policy objectives of communist leaders, and growing opposition to separate schools among teachers and parents, Ewing provides new insights into the last decade of Stalin's dictatorship. A comparative analysis of the Soviet case with recent efforts in the United States and elsewhere raises important questions. Based on extensive research that includes the archives of Uzbekistan and Kazakhstan, Separate Schools will appeal to historians of Russia, those interested in comparative education and educational history, and specialists in gender studies.
Автор: Rallis S et al Название: Leading Dynamic Schools ISBN: 1412915570 ISBN-13(EAN): 9781412915571 Издательство: Sage Publications Рейтинг: Цена: 26390.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: A practical guide for creating, implementing, and evaluating school policy. This invaluable resource brings to life the process of making and enacting educational policy. The authors present a conceptual framework for developing effective and ethical school policies and help educational leaders evaluate, interpret, and analyze the regulations that govern their schools. Organized by key topics such as English Language Learners, inclusion, and bullying, the text incorporates vignettes, research, and relevant theories to illustrate how readers can:Create a dialogue that represents the needs of all stakeholdersDefine relevant policies that are ethically soundIntegrate legally mandated policies with schoolwide resolutions
Автор: Maureen T. Hallinan Название: Restructuring Schools ISBN: 0306450348 ISBN-13(EAN): 9780306450341 Издательство: Springer Рейтинг: Цена: 102480.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Papers by nationally recognized educational sociologists examine four dimensions of the educational process-school organization and governance, organization of students for instruction, classroom processes, and school-to-work transitions-and suggest methods to increase the effectiveness of each.
Автор: Diana D`Amico Pawlewicz Название: Blaming Teachers: Professionalization Policies and the Failure of Reform in American History ISBN: 1978808437 ISBN-13(EAN): 9781978808430 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 125400.00 T Наличие на складе: Нет в наличии. Описание: Winner of the 2021 Society of Professors of Education Outstanding Book Award Historically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea. In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers’ professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers’ shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.
Автор: Docking, Jim Название: New Labour`s Policies for Schools ISBN: 1853466115 ISBN-13(EAN): 9781853466113 Издательство: Taylor&Francis Рейтинг: Цена: 39800.00 T Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Windle Название: Making Sense of School Choice ISBN: 1137483520 ISBN-13(EAN): 9781137483522 Издательство: Springer Рейтинг: Цена: 83850.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Making Sense of School Choice explains why school choice fails to deliver on its promise to meet the needs of culturally diverse populations, even in one of the world`s most marketized education systems. Windle offers fresh insights into the transnational processes involved in producing educational inequalities.
Автор: Chadwell D Название: A Gendered Choice ISBN: 1412972590 ISBN-13(EAN): 9781412972598 Издательство: Sage Publications Рейтинг: Цена: 70750.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: In A Gendered Choice the author uses his first-hand experience to detail his step-by-step process of implementing single-sex programmes in schools
Автор: Debs Mira Название: Diverse Families, Desirable Schools: Public Montessori in the Era of School Choice ISBN: 1682533077 ISBN-13(EAN): 9781682533079 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 29260.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: In Diverse Families, Desirable Schools, Mira Debs offers a richly detailed study of public Montessori schools, which make up the largest group of progressive schools in the public sector. As public Montessori schools expand rapidly as alternatives to traditional public schools, the story of these schools, Debs points out, is a microcosm of the broader conflicts around public school choice. Drawing on historical research, interviews with public Montessori educators, and ethnographic case studies, Debs explores the forces that pull intentionally diverse, progressive schools toward elitism. At the heart of Debs's book is a thoughtful analysis of the notion of ""fit"" between parents and schools—an idea that is central to school choice, which is often marketed as an opportunity for parents to find the perfect fit for their kids. By exploring parents' varied motivations in choosing these schools and observing how families experience—or fail to experience—a ""good fit"" after having chosen a particular school, Debs makes an original contribution to the literature on school choice and sheds light on the dilemmas entailed in maintaining diversity in progressive charter and magnet schools.
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