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1.
ABSTRACT

In light of contemporary school choice proposals and the 60th anniversary of the Southern Manifesto, the Prince Edward County, Virginia public schools crisis provides interesting historical discussion. Prince Edward County (PEC), a rural community in central Virginia, was one of five school districts represented in the 1954 Brown v. Board of Education Supreme Court decision that ruled segregated public schools unconstitutional. In response to this decision, PEC closed public schools from 1959–1964 rather than desegregate them. Three other Virginia locales closed public schools to resist the desegregation mandate of Brown—Warren County, Charlottesville, and Norfolk—but none for as long as PEC. Like the 19 Senators and 82 Representatives from each of the former Confederate states who signed the Declaration of Constitutional Principles or “Southern Manifesto” and understood the Brown ruling as a violation of state’s rights, Virginia lawmakers also vowed “…to use all lawful means to bring about a reversal of this decision [Brown] which is contrary to the Constitution and to prevent the use of force in its implementation.”  相似文献   

2.
Forty years afterBrown v. Topeka Board of Education, the U.S. Supreme Court's decision declaring de jure segregated schools unconstitutional, we are still seeking the full implementation of that decree. Most Americans accepted limited implementation ofBrown, and the degree of acceptance is split along racial lines. Racial dialogue has changed. White Americans, who control the desegregation process, develop integration plans to their advantage. School integration was not implemented until after passage of the 1964 Civil Rights Act and peaked in 1972. Today, school integration is declining due to a backlash, changing demographics, and declining resources. However,Brown was a success because it rid the country of legalized state segregation by race in education and in other areas of public policy. The Court could merge the equality standards ofPlessy v. Ferguson and the integration standards ofBrown to give us quality integrated education.  相似文献   

3.
The author uses geospatial analysis to examine the “educational opportunity spaces” of two adjacent urban neighborhoods in Pittsburgh, Pennsylvania. Organizing insights are gathered from Bronfenbrenner’s (1979) ecological perspectives on human development, which posit that students are significantly impacted by multiple environmental systems—including their immediate family and school surroundings and several other mutually affective layers of systems. The author suggests that while school and district-based reform initiatives targeting “within school factors” clearly have direct and significant relevance on student performance, neighborhood and community factors are also worthy of consideration. Based on analyses of multiple block-level data, several recommendations are made toward the further integration of school and community-based practice.  相似文献   

4.
This article sheds light on views held by actors who enjoy a certain degree of institutional legitimacy for “talking about science,” either as practitioners in the field of science or as guidance counsellors working with youths interested in having a science-related career. One hundred and seven scientists and technologists who worked either in a university or industrial research centre and 182 guidance counsellors working in high school settings participated in our survey; the main instrument for data collection was a questionnaire developed using the bank of items from “VOSTS.” Excepting a few aspects of the production of scientific knowledge, the predominant tendency suggests that both professional groups share a relatively similar discursive outlook on science—an outlook which presents a “family resemblance” with the usual school rhetoric on the exceptional status of science.  相似文献   

5.
Most educational accountability systems draw upon relatively simplified indicators of student learning. Despite sufficient criticism and evidence of their misuse, test scores continue to be emphasized—even though they have a deadening effect on the very school district these accountability systems intend to primarily influence. This paper focuses on one of these low-performing school districts. The case study of Sylvan One reveals that the influence of state policy is especially circumscribed in a district like Sylvan's that is beset by such prevailing conditions as the politics of race, the culture of poverty, vacuums in communication and leadership, and the uncritical mass of human resources. Each of these conditions limits change and reform dramatically. Account-ability and reform must focus on a rigorous curriculum and well-understood standards—but only in the context of this community, replete with its problems ofrelationships, resources, andracism. These are the “three Rs” that are tantamount to creating and sustaining reform. And this approach is more about political development than anything else. Recommendations for moving beyond the traditional policymaking tools of mandates and inducements are suggested, recognizing that policy may at best promote equality, but not necessarily excellence and equity.  相似文献   

6.
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?” The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups. The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in their argumentation and decision making.  相似文献   

7.
Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television, computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives. As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward determining why something should be taught and why behavior should be changed (or maintained) in the first place. The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations of results both within and external to an organizational context. A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning, doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within an organization, and the term “outcome” for the results external to the organization. The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing, as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions. An erratum to this article is available at .  相似文献   

8.
Articulation,transfer, and student choice in a binary post-secondary system   总被引：1，自引：1，他引：0  
This paper investigates the intersection of system articulation, transfer, and the choices that secondary school students make when they apply to college and university. The investigation is based on the results of a study that was undertaken to determine factors that influence choices that secondary school students make between enrolling in community college or university, and in particular whether or not those choices are affected by the degree of “articulation” within a public system of post-secondary education. There are several studies that have emerged recently in the United States and Canada that examine factors that influence the choice of university and 4-year college. There are a few studies that examine the choice of community and 2-year college. None, however, either in Canada or in the United States, has sought to examine “college choice” comparatively among students who apply to baccalaureate (4-year colleges and universities) and sub-baccalaureate (community colleges) programs. This study examines college choice on the basis of two series of longitudinal surveys conducted in the province of Ontario since the late 1980s, and on a series of surveys and interviews of students, parents and guidance counselors in six secondary schools, each with a different student population, since 2004. The third study—called the “college choice” project—tracked secondary school students as they made decisions about attending college or university, and as they finally selected the institutions that they would attend. The study concludes that greater conventional articulation will not significantly affect rates of transfer, that for most students plans to transfer develop after they enter college and are not a major factor in their initial “choice,” that the rate of transfer is highly dependent on the corresponding arrays of programs at colleges and universities, and that articulation might better be thought of as a subset of other basic forms of inter-institutional cooperation. An earlier version of this paper was presented to the ASHE Annual Conference, Louisville, Kentucky, November, 2007.  相似文献   

9.
As a new reform in Australian education, middle schooling has been gaining momentum. The rationale behind middle schooling is to bridge the traditional primary-high school gap and provide a more developmentally appropriate educational experience for young adolescents. Middle schooling in the USA has gone through a “boom-to-bust” cycle and is currently undergoing a “reinvention” as research on practice and reporting of research on practice has, in the most part, been ad hoc and piecemeal. If Australian middle schools are to avoid the boom-to-bust-to-reinvention cycle experienced in parts of the USA (Beane 2001), then a more systematic approach to researching practice is required. Research-based criteria for systematic study and improvement of middle school practice have been identified as (a) acceptance as part ofplanning alternative practice, (b)effectiveness as part ofimplementing alternative practice, and (c)sustainability as part ofevaluating alternative practice.  相似文献   

10.
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords.  相似文献   

11.
Gestalt imagery—the ability to create imaged wholes—is a critical factor in oral and written language comprehension. Despite good decoding, good vocabulary, and adequate background experiences, many individuals experience weak gestalt imagery, thus processing “parts” rather than “wholes,” from verbal stimuli, spoken or written. This contributes to a Language Comprehension Disorder that may be accompanied by a commonality of symptoms: weak reading comprehension, weak oral language comprehension, weak oral language expression, weak written language expression, difficulty following directions, and a weak sense of humor. Sequential stimulation using an inquiry technique develops gestalt imagery and results in significant improvement in reading comprehension.  相似文献   

12.
This article reports findings from a four-year case study of an urban college preparatory charter high school. Through analyses of teacher and staff interviews, the author highlights how the school approached the idea of “college for all” under the archetypal influence of “college preparatory.” The interview data show how the charter school staff engaged in important educational questions about what defines college preparation even though those questions became more complex as the school matured. These findings are presented in three themes: (1) building a school, which reflects staff members’ views on the school’s start-up period of building renovation and growth, (2) building a curriculum, which reflects staff members’ views on teachers’ instructional practices, and (3) building a college culture, which reflects staff members’ efforts to provide students with supplemental academic and social supports for college planning and preparation.  相似文献   

13.
Lisa Farley 《Interchange》2004,35(3):325-336
This paper draws on the philosophical works of Emmanuel Levinas — namely, his notion of “useless suffering” — in order to open up questions of learning and community beyond typical configurations that structure (and sometimes limit) social attachments according to a requisite degree of commonality. It is argued that while discourses of knowledge and emotion enable a sense of understanding and feeling with others, they nonetheless cast differences in a universalized discourse of enlightenment, wherein the other is reduced to a version of the same. Turning to the Levinasian notion of “useless suffering,” I consider instead the conditions of possibility opened up paradoxically because the other cannot be rendered in pre-given terms. In so doing, I hope to contribute to on-going discussions in the context of feminism and education interested in theorizing the conditions of possibility for coming together across differences, neither consuming the other as an object of information, nor reducing her or his experience to a version of the self. My argument is structured around Lourdes Portillo’s (2001) most recent film,Missing Young Women, which documents the disappearance, rape, and murder of over 200 women working in Juarez, Mexico. One scene in particular is referenced as a way to underscore how the Levinasian notion of “uselessness” might orient a mode of attentiveness that renders one responsible before understanding, concerned before feeling. Constituted asa prior responsibility for the other, it is suggested that “useless suffering” shifts the dominant terms of education and feminism away from the formation of common bonds (in knowledge and emotion) to underscore the conditions of possibility that might lie beyond meaning and being itself.  相似文献   

14.
This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation’s GK-12 Program—a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with teachers. Final evaluations of 26 GK-12 sites were analyzed with a priori and emergent content analyses, which included rigorous inter- and intra-reliability testing. The results of the a priori analysis demonstrated that the GK-12 program incorporates all ERBCPD, but to drastically varying degrees (76–5%). The a priori characteristics that appeared most often were “Treats Fellows as professionals,” and “Professional development is on-going.” The two emergent characteristics included “Improves communication skills” and “Has real world application.”  相似文献   

15.
Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including” must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of society as offering potential “learning environments”.
Inés AguerrondoEmail:
Inés Aguerrondo   (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires.  相似文献   

16.
In the struggle to remain true to their technical assistance and civic engagement missions in an era of shrinking budgets and increasingly complex accountability claims, land grant universities have developed different engagement strategies to contribute to the development of surrounding communities. Drawing on Flora and Flora’s (in Ann Am Acad Polit Soc Sci, 48, 1993) assertion that a strong and “entrepreneurial” social infrastructure is critical for facilitating lasting change and development in communities (particularly rural communities), this article presents a case study of a land grant university’s engagement with a community landcare group from the perspective of building social capacity in surrounding communities. This case explores Virginia Tech’s involvement in facilitating and supporting Catawba Landcare using three theoretical frames—Ronald Heifetz’s concept of “holding environments” as a safe and facilitated space where social learning can occur; ecological and social entrepreneurship and the roles and functions required to support these forms of entrepreneurship; and the concept of learning action networks in which otherwise disparate partners are linked under common goals and collectively learn how to manage the situation at hand. Using these three theoretical frames, this paper posits landcare as a model of engagement for land grant universities thus contributing to the construction of social infrastructure.  相似文献   

17.
This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development and students’ learning processes. The article has three sections: Section “The role of higher education (HE) institutions” presents a discussion of the role of higher education in the knowledge society. Section “Contextual learning” presents the paradigm of contextual learning which we see as a useful foundation for curriculum development. Section “Curriculum development in practice—the BETA course” shows how a particular course in Business Economic Theory and Analysis has been developed using this paradigm. The article will be of interest to all academics interested in students’ learning processes but is especially relevant to those responsible for curriculum development.  相似文献   

18.
This article explores distinctive features of a 5-year international education development project set in rural northern Peru (PROMEB, the Proyecto de Mejoramiento de la Educación Básica). Grounded within a partnership between teacher educators from Peru, Mexico and Canada, and rural Peruvian teachers, students and their communities, we offer reflections on a teacher education initiative which sought to support action-orientated inquiries as a mechanism for school/community development. Set against a background of poverty, hunger, isolation and an “educational crisis”, we outline our pedagogy and describe two projects. We then reflect on the influences of our engagements and on associated tensions and ambiguities in our methods. We hope that such discussions might offer insights for others involved in international school/community development projects of this type.  相似文献   

19.
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students’ academic aspirations and achievement. In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white” plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse, this research examines how Asian American students in two different social and economic contexts, negotiate their race and ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation. By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as a case study, this research complicates and challenges our understanding of the role of culture in school achievement and illustrates how culture intersects with class, race, and schools. Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark, NY, 07102-1814, USA  相似文献   

20.
This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers—findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive performance-based standards—when administered “globalistically”—are generally ineffective. After discussing university complicity in exacerbating the problem, the paper concludes with ways policymakers may shift their attention from creating complicated rubrics to promoting relationships that support pedagogical change.Jason Margolis is an Assistant Professor in Teacher Education and Professional Development Partnerships, Washington State University.  相似文献   

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