Academies and Educational Reform

Author: Dr. Elizabeth Leo
Publisher: Multilingual Matters
ISBN: 9781847694874
Format: PDF, Docs
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Behind the headlines and controversy surrounding new academy schools, many of their principals, teachers and pupils have been quietly changing the culture of learning and achievement in some of the most disadvantaged communities in England. While successful innovation and change is not unique to academies, this book illustrates how the academy policy represents a significant opportunity to improve the life chances of their pupils. Too much attention has focused on unanswerable questions about whether academies are better or worse than their predecessor or comparable schools in their neighbourhood. Too little focus has been on what policy makers and practitioners can learn from the different, and often conflicting, perspectives of the key players, notably sponsors, architects, principals, parents and pupils in order to create a school that can truly serve their community with distinction.

Presidents Congress and the Public Schools

Author: Jack Jennings
Publisher: Harvard Education Press
ISBN: 9781612507965
Format: PDF, ePub, Mobi
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In Presidents, Congress, and the Public Schools, longtime policy analyst Jack Jennings examines the evolution of federal education policy and outlines a bold and controversial vision for its future.

Blame Teachers

Author: Steven P. Jones
Publisher: IAP
ISBN: 1681232200
Format: PDF
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There is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much? Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed. Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment. In this lively, personal meditation on what it means to be a teacher, Steven Jones demonstrates how an emotional, unreasoned ‘blame game’ directed at teachers by educational reformers today is undercutting the future of the nation’s children. It is doing so by threatening to deprive them of teachers as contrasted with by?the?numbers technicians. Today’s reformers neglect the philosopher Spinoza’s time honored insight, that a person in the grip of emotion is “in human bondage” and simply cannot see the truth of things. Can educators themselves, in tandem with knowledgeable members of the public, transform the reformers’ dogmatic, harmful narrative about our teachers? Jones’ thoughtful study will surely help in this much?needed effort. ~ David T. Hansen, Weinberg Professor in the Historical and Philosophical Foundations of Education, Teachers College

Hope Against Hope

Author: Sarah Carr
Publisher: Bloomsbury Publishing USA
ISBN: 1608195139
Format: PDF, ePub
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A moving portrait of school reform in New Orleans through the eyes of the students and educators living it.

Restructuring Schools

Author: Richard F. Elmore
Publisher: Jossey-Bass
ISBN:
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This book is designed to help policymakers, educators, and researchers develop a deeper understanding of the issues of school restructuring and to give greater conceptual clarity to the terms of the current debate. The chapters of the book contain forum papers that are organized into two main parts. Following chapter 1, "Introduction: On Changing the Structure of Public Schools" (Richard F. Elmore), part 1 presents five essays on school restructuring from several perspectives, focusing on proposals to change the nature of teaching and learning, teachers' working conditions, and the relationship between schools and their clients. They are entitled: (1) "Applying Conceptions of Teaching to Organizational Reform" (Brian Rowan); (2) "Fostering Teacher Professionalism in Schools" (Gary Sykes); (3) "Organizing Schools to Encourage Teacher Inquiry" (Hendrik D. Gideonse); (4) "Redesigning Teachers' Work" (Susan Moore Johnson); and (5) "Rethinking School Governance" (Mary Anne Raywid). Part 2 is a discussion of restructuring that takes into account the perspective of state and local policymakers and analyzes the actual experience of selected states and localities. Three chapters are entitled: (1) "Restructuring in Progress: Lessons from Pioneering Districts" (Jane L. David); (2) "Key Issues Confronting State Policymakers" (Michael Cohen); (3) "Conclusion: Toward a Transformation of Public Schooling" (Richard E. Elmore). (Contains 338 references.) (RR)

Research and Education Reform

Author: Richard C. Atkinson
Publisher: National Academies
ISBN:
Format: PDF, ePub, Mobi
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The Committee on the Federal Role in Education Research (CFRER), convened by the National Academy of Sciences (NAS), studied the structure, operations, and functioning of the Office of Educational Research and Improvement (OERI) in the Department of Education and the organizations it supports, and reviewed the roles of other agencies and the overall research needs of U.S. education. The United States is currently committed to education reform, in which the OERI may play a major role. The examination of the OERI found an agency severely challenged by external difficulties as well as internal problems. External problems include public conflicts about education and funding. Internal problems include a weak advisory council and frequent administrative turnover. Uneven quality control, limited coordination among OERI offices, and poor information dissemination are flaws that should be overcome. The CFRER concludes that the OERI should be rebuilt. CFRER recommendations are grouped according to: (1) governance; (2) organization and functions; (3) operations; and (4) funding. To accomplish its redefined functions, the OERI should receive a substantial funding increase. There is a 220-item list of references, and an appendix gives biographical sketches of 17 CFRER and staff members. (SLD)

International Students Negotiating Higher Education

Author: Silvia Sovic
Publisher: Routledge
ISBN: 0415614694
Format: PDF, Docs
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In the current economic climate, more than ever, international students provide an important income to universities. They represent much-needed funds for many institutions, but they also come with their own diverse variety of characteristics and requirements. This insightful book offers a critical stance on contemporary views of international students and challenges the way those involved address the important issues at hand. To do this, the authors focus specifically on giving voice to the student experience. In particular, the authors show how international student experience can be a ready asset from which to glean valuable information, particularly in relation to teaching and learning, academic support and the formal and informal curriculum. In this way, the issues affecting international students can be seen as part of the larger set of difficulties that face all students at university today. Integrating contributions from a academics and student voices from a range of backgrounds issues raised include: Academic Writing for International Students The Internationalisation of the Curriculum Identities: The use of stereotypes and auto-stereotypes International Students' Perceptions of Tutors, and The system in reverse, English speaking learners as 'international students'. This book will be of interest to education management and administrators, higher education professionals, especially those working or training to teach large numbers of international students, to which it offers a unique opportunity to understand better the students' point-of-view. Because of this the book will likely appeal to academics in all English speaking countries that recruit significant numbers of international students, as well as the growing number of European universities which teach in English and those in the Indian sub-continent that send large numbers of international students to the UK, Australia, New Zealand and the US.