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Author: Sherman Dorn
Publisher: IAP
ISBN: 1607527235
Category : Education
Languages : en
Pages : 234
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Book Description
To understand the current moment in school accountability, one must understand the larger contradictions in education politics. Accountability Frankenstein provides a broader perspective on the school accountability debate by exploring the contradictions inherent in high-stakes testing. Accountability Frankenstein explains the historical and social origins of test-based accountability: the political roots of accountability, why we trust test scores while we distrust teachers, the assumptions behind formulaic accountability systems, and the weaknesses with the current carrot-and-stick approach to motivating teachers. Accountability Frankenstein answers the questions of educators and parents who want to understand the origins of accountability. This book challenges the beliefs of fierce advocates and opponents of highstakes testing. It provides a rescue plan for accountability after the failures of high-stakes testing, a plan to make accountability smart, democratic, and real.
Author: Sherman Dorn
Publisher: IAP
ISBN: 1607527235
Category : Education
Languages : en
Pages : 234
Get Book Here
Book Description
To understand the current moment in school accountability, one must understand the larger contradictions in education politics. Accountability Frankenstein provides a broader perspective on the school accountability debate by exploring the contradictions inherent in high-stakes testing. Accountability Frankenstein explains the historical and social origins of test-based accountability: the political roots of accountability, why we trust test scores while we distrust teachers, the assumptions behind formulaic accountability systems, and the weaknesses with the current carrot-and-stick approach to motivating teachers. Accountability Frankenstein answers the questions of educators and parents who want to understand the origins of accountability. This book challenges the beliefs of fierce advocates and opponents of highstakes testing. It provides a rescue plan for accountability after the failures of high-stakes testing, a plan to make accountability smart, democratic, and real.
Author: Shelley
Publisher:
ISBN: 9789356845138
Category :
Languages : en
Pages : 0
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Book Description
Frankenstein is a novel by Mary Shelley. It was first published in 1818. Ever since its publication, the story of Frankenstein has remained brightly in the imagination of the readers and literary circles across the countries. In the novel, an English explorer in the Arctic, who assists Victor Frankenstein on the final leg of his chase, tells the story. As a talented young medical student, Frankenstein strikes upon the secret of endowing life to the dead. He becomes obsessed with the idea that he might make a man. The Outcome is a miserable and an outcast who seeks murderous revenge for his condition. Frankenstein pursues him when the creature flees. It is at this juncture t that Frankenstein meets the explorer and recounts his story, dying soon after. Although it has been adapted into films numerous times, they failed to effectively convey the stark horror and philosophical vision of the novel. Shelley's novel is a combination of Gothic horror story and science fiction.
Author: Tracy L. Steffes
Publisher: University of Chicago Press
ISBN: 0226832260
Category : Education
Languages : en
Pages : 377
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Book Description
"As in many American cities, inequality in Chicago and its suburbs is mappable across its neighborhoods. Anyone driving west along Chicago Avenue from downtown can tell where Austin turns into Oak Park without looking at a map. These borders are not natural, of course; they are carefully maintained through policies like zoning and school districting; some neighborhoods even annex themselves into distinct municipalities. In other words, they are all policy decisions. In Structuring Inequality, historian Tracy Steffes explores how metropolitan inequality was structured, contested, and naturalized through public policy in the Chicagoland area, especially through public education and state government. This metropolitan inequality deepened even amid civil rights mobilizations and efforts to challenge racial discrimination and promote equal opportunity. She argues that educational and metropolitan inequality were mutually constitutive: unequal schools and unequal places cocreated and reinforced one another. School districts not only reflected the characteristics and inequalities between places, but they also played an active role in shaping those communities over time. Throughout the Chicago metropolitan area, school districts defined community in part by reinforcing or undermining racial and economic segregation. Their perceived quality shaped the identity and value of the community, and schooling and its costs could drive development decisions, including what kind of property to allow and residents to attract. Decisions about school construction, student assignment, and school support were often important components of development strategy. By denaturalizing policy to explore the choices that have brought us here and looking at efforts to challenge them, this history helps us understand the inequality we live with today and inspire us to change it"--
Author: Harold Bloom
Publisher: Infobase Learning
ISBN: 1438139993
Category : Horror tales, English
Languages : en
Pages : 266
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Book Description
"Perhaps best recognized for the horror films it has spawned, 'Frankenstein,' written by 19-year-old Mary Shelley, was first published in 1818. 'Frankenstein' warns against the irresponsible use of science and technology and makes readers reconsider who the world's monsters really are and how society contributes to creating them. Ideal for research or general interest, this resource furnishes students with a collection of the most insightful critical essays available on this Gothic thriller, selected from a variety of literary sources."--
Author: Mary Wollstonecraft Shelley
Publisher: Norton Critical Editions
ISBN: 9780393644029
Category : Scientists
Languages : en
Pages : 584
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Book Description
"Because I'm teaching an intro-level course in comparative literature, this edition was extremely helpful in showing the variety of critical approaches that they can take toward a single text. The article on radical science also helped me compare Frankenstein to Alasdair Gray's Poor Things. I highly recommend this edition of Frankenstein and will use it in the future." -Joshua Beall, Rutgers University
Author: Adam York
Publisher: Teachers College Press
ISBN: 0807768367
Category : Education
Languages : en
Pages : 241
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Book Description
Schools of Opportunity builds an argument for shifting the way that excellent schools are recognized and built. The National Education Policy Center's Schools of Opportunity project was designed to highlight public high schools that are using research-based practices for closing opportunity gaps in student learning. The project recognizes schools working to address the needs of all students, whether or not those schools have high average test scores. This approach thus embraces a shift away from the nation's myopic focus on outcomes. This follows from research findings that schools alone cannot fix the problems created by the stark inequalities in our society. Instead, schools should be expected to do their part by responding to inequities with research-based practices. With these shifts in mind, this book provides case studies of schools that demonstrate key criteria that other schools can emulate, such as an inclusive school climate, support for language-minority students, performance-based assessment, teacher professionalism, a commitment to detracking, and supports for students in need. Book Features: Provides accounts of school reform, jointly told by researcher-practitioner teams, connecting current research with successful efforts of educators to create outstanding learning environments. Brings together the voices of principals and school leaders who share stories of how their work has unfolded in their school, district, and state contexts. Identifies the school leadership and teacher practices that close opportunity gaps for student learning, and what it takes to implement them.
Author: Trude Nilsen
Publisher: Springer Nature
ISBN: 3030881784
Category : Education
Languages : en
Pages : 1518
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Book Description
This handbook is the first of its kind to provide a general and comprehensive overview of virtually every aspect of International Large Scale Assessment (ILSA). It includes historical, economic, and policy perspectives, theoretical foundations, methodology, and reviews of findings from analyses of ILSA data. After decades, during which ILSAs have generated knowledge within central areas of education research and gained increased and substantial impact on educational policy, practice and research, such a broad overview for a wide-ranging audience is much needed. With contributions from authors and editors from all continents, this handbook appeals to an international audience and keeps a neutral perspective, not favoring one ILSA over another. The handbook is suitable to be read by politicians, researchers and stakeholders who are seeking an overview of ILSAs, their history and development, and both potential benefits and limitations with regard to policy implications. The reviews of findings from studies analyzing ILSA data will be of interest to stakeholders, teachers, researchers, and policymakers. Considering that the reviews extend to all fields pertaining to educational research, the book will be valuable to all researchers interested in education. Students may use the book to learn about ILSAs in the context of policy, theoretical underpinnings, or research. Moreover, the methodology section is written in a manner that is understandable and accessible for students, stakeholders, or researchers not familiar with these data. This methodology part, however, is also a valuable resource for researchers who are familiar with ILSA data, as it provides overviews of the design and sampling procedures of several ILSAs, and includes advice on methods of analysis.Even the owners of the ILSAs may find the book valuable, as it contains overviews and insights into a number of ILSAs, provides information how the data is used by the research community, and includes recommendations for future instruments.
Author: Stephen Kershnar
Publisher: Taylor & Francis
ISBN: 1003817149
Category : Philosophy
Languages : en
Pages : 295
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Book Description
Our worldview assumes that people are morally responsible. Our emotions, beliefs, and values assume that a person is responsible for what she thinks and does, and that this is a good thing. This book argues that this worldview is false. It provides four arguments for this conclusion that build on the free will and responsibility literatures in original and insightful ways: 1. Foundation: No one is responsible because there is no foundation for responsibility. A foundation for responsibility is something for which a person is responsible but not by being responsible for something else. 2. Epistemic Condition: No one is responsible because no one fulfills the epistemic condition necessary for blameworthiness. 3. Internalism: If a person were responsible, then she would be responsible for, and only for, what goes on in her head. Most of the evidence for responsibility says the opposite. 4. Amount: No one is responsible because we cannot make sense of what makes a person more or less praiseworthy (or blameworthy). There is no other book that argues against moral responsibility based on foundationalism, the epistemic condition, and internalism and shows that these arguments cohere. The book’s arguments for internalism and quantifying responsibility are new to the literature. Ultimately, the book’s conclusions undermine our commonsense view of the world and the most common philosophical understanding of God, morality, and relationships. Responsibility Collapses: Why Moral Responsibility Is Impossible is essential reading for scholars and advanced students in philosophy, religious studies, and political science who are interested in debates about agency, free will, and moral responsibility.
Author: Susan Heyboer O'Keefe
Publisher: Crown
ISBN: 030771733X
Category : Fiction
Languages : en
Pages : 354
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Book Description
A gothic horror story that imagines what happens to Frnkenstein's monster after the death of his creator, Victor. What becomes of a monster without its maker? At the end of Mary Shelley’s classic novel, the creator dies but his creation still lives, cursed to a life of isolation and hatred. Frankenstein’s Monster continues the creature’s story as he’s compelled to discover his humanity, to escape the ship captain who vowed to the dying Frankenstein to hunt him down—and to resist the woman who would destroy them all. This is a tale of passion, revenge, violence, and madness—and the desperate search for meaning in an often meaningless world.
Author: William C. Smith
Publisher: Symposium Books Ltd
ISBN: 187392772X
Category : Education
Languages : en
Pages : 306
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Book Description
The past thirty years have seen a rapid expansion of testing, exposing students worldwide to tests that are now, more than ever, standardized and linked to high-stakes outcomes. The use of testing as a policy tool has been legitimized within international educational development to measure education quality in the vast majority of countries worldwide. The embedded nature and normative power of high-stakes standardized testing across national contexts can be understood as a global testing culture. The global testing culture permeates all aspects of education, from financing, to parental involvement, to teacher and student beliefs and practices. The reinforcing nature of the global testing culture leads to an environment where testing becomes synonymous with accountability, which becomes synonymous with education quality. Underlying the global testing culture is a set of values identified from the increasing literature on world culture. These include: education as a human right, academic intelligence, faith in science, decentralization, and neoliberalism. Each of these values highlights different aspects of the dialogue in support of high-stakes standardized testing. The wide approval of these values and their ability to legitimate various aspects of high-stakes testing reinforces the taken-for-granted notion that such tests are effective and appropriate education practices. However, a large body of literature emphasizes the negative unintended consequences – teaching to the test, reshaping the testing pool, the inequitable distribution of school resources and teachers’ attention, and reconstructing the role of the student, teacher, and parent – commonly found when standardized, census-based tests are combined with high-stakes outcomes for educators or students. This book problematizes this culture by providing critical perspectives that challenge the assumptions of the culture and describe how the culture manifests in national contexts. The volume makes it clear that testing, per se, is not the problem. Instead it is how tests are administered, used or misused, and linked to accountability that provide the global testing culture with its powerful ability to shape schools and society and lead to its unintended, undesirable consequences.
