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Author: Bangnee Alfred Liu
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 206
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Book Description
Author: Bangnee Alfred Liu
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 206
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Book Description
Author: National Center for Educational Research and Development (U.S.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 220
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Book Description
Study prepared for the OECD on the present status and future growth of research and development in respect of educational research in the USA - covers the organization of primary education, secondary education and higher education, examines economic resources, management technique and impact of educational policy and practice, and concludes that the absence of an overall strategy, inadequate financial support, labour shortage and imperfect statistical tables are the main obstacles to educational development.
Author: Theresa R. Richardson
Publisher: IAP
ISBN: 1607526050
Category : Education
Languages : en
Pages : 516
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Book Description
Educational Research, The National Agenda, and Educational Reform examines the origins, history, nature, purposes, and status of educational research by focusing on the relationships among educational research, the national agenda, educational reform, and the social and behavioral sciences. Its major claim is that the history of educational research is embedded in the nation’s social, political, intellectual, and economic histories. Attention is given to three significant periods: the Progressive Era when modern educational research began to assume its present form; the Post-World-War-II-Era when educators and educational researchers were directed to return to or turn to the academic disciplines; and the Civil Rights Era after the Supreme Court in Brown ended legal racial segregation and raised questions about equality of educational opportunity that are still with us. These were significant periods when there was a clear national agenda shaped by both public and private agencies. Educators and educational researchers adopted policies and strategies in response to concerns and interests expressed by the public, by government officials, and by philanthropies. Researchers’ responses have had long-term consequences as seen in the reaction to The Coleman Report, debates about the merits of quantitative research as opposed to qualitative research, the ongoing discussion about the merits of No Child Left Behind, the achievement gap, the creation of the Institute of Education Sciences, and the emphasis now placed on “scientifically-based research.” The origins of the common school, the work of the philosopher Johann Friedrich Herbart and his followers, and the revolution in scientific method brought about by Charles Darwin’s work are included because they serve as the foundation for educational research. Educational researchers’ identification with and interest in individual performance and ability and their measurement is related to the close relationship educational researchers have had with psychology, a discipline that typically does not focus on social context. The significance of educational researchers’ borrowing from the behavioral sciences, especially psychology, is examined through a discussion of the mental hygiene movement, as supported by private philanthropy, and through consideration of contributors such as G. Stanley Hall, Arnold Gesell, Lewis M. Terman, Daniel Starch, and Stuart A. Courtis.
Author: Kathryn M. Borman
Publisher: SUNY Press
ISBN: 9780791416600
Category : Education
Languages : en
Pages : 444
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Book Description
This book examines social changes affecting education; amplifies case studies of school change; and analyzes the gap between the rhetoric and reality of educational reform.
Author: William J. Reese
Publisher: Springer
ISBN: 0230104827
Category : Education
Languages : en
Pages : 229
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Book Description
Please note this is a 'Palgrave to Order' title. Stock of this book requires shipment from an overseas supplier. It will be delivered to you within 12 weeks. This book grapples with two basic questions. What is history? And How can history help illuminate contemporary concerns about the nature and character of America's schools? From antiquity to the postmodern present, history has served multiple purposes, including a basic human need to learn from what came before. Americans have long invested considerable time, energy, and emotion in their schools, both private and public, and a knowledge of history helps explain why.
Author: Yusef Waghid
Publisher: African Sun Media
ISBN: 1991201621
Category : Biography & Autobiography
Languages : en
Pages : 147
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Book Description
My familiarity with Professor Yusef Waghid’s scholarship and our collaboration span more than two decades. Therefore, a few words cannot appropriately encompass my account of the magnitude of his academic profile coupled with his personal qualities and engagement. He is a global thinker who has made significant contributions to scholarship in South Africa, the broader African world in the continent and the Diaspora, and the international community. Professor Waghid is an exceptionally prolific writer with consistent academic excellence on topics of critical importance to education and other social institutions, and the struggle for justice and social transformation. He has developed critical insights articulating the importance and necessity of epistemic equality with particular reference to indigenous knowledge system, especially uBuntu. He is a creative scholar with significant and original contributions to knowledge and transformative curriculum and pedagogy. As a public intellectual, he emulates a dialectical relationship between theory and social realities with a consistent engagement for equality and quality educational opportunity, and social progress. He is one of the foremost intellectuals hailing from South Africa with a global stature. In addition to his prominence as a scholar, Professor Waghid has personal and enviable qualities as reflected in his collegiality, trustworthiness, responsiveness, reliability, and unfailing compassion. Professor N’Dri Assie-Lumumba, Cornell University, Ithaca, New York, President of Comparative and International Education Society
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Book Description
Author: Steven J. Diner
Publisher: JHU Press
ISBN: 1421422417
Category : Business & Economics
Languages : en
Pages : 187
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Book Description
The first broad survey of the history of urban higher education in America. Today, a majority of American college students attend school in cities. But throughout the nineteenth and much of the twentieth centuries, urban colleges and universities faced deep hostility from writers, intellectuals, government officials, and educators who were concerned about the impact of cities, immigrants, and commuter students on college education. In Universities and Their Cities, Steven J. Diner explores the roots of American colleges’ traditional rural bias. Why were so many people, including professors, uncomfortable with nonresident students? How were the missions and activities of urban universities influenced by their cities? And how, improbably, did much-maligned urban universities go on to profoundly shape contemporary higher education across the nation? Surveying American higher education from the early nineteenth century to the present, Diner examines the various ways in which universities responded to the challenges offered by cities. In the years before World War II, municipal institutions struggled to “build character” in working class and immigrant students. In the postwar era, universities in cities grappled with massive expansion in enrollment, issues of racial equity, the problems of “disadvantaged” students, and the role of higher education in addressing the “urban crisis.” Over the course of the twentieth century, urban higher education institutions greatly increased the use of the city for teaching, scholarly research on urban issues, and inculcating civic responsibility in students. In the final decades of the century, and moving into the twenty-first century, university location in urban areas became increasingly popular with both city-dwelling students and prospective resident students, altering the long tradition of anti-urbanism in American higher education. Drawing on the archives and publications of higher education organizations and foundations, Universities and Their Cities argues that city universities brought about today’s commitment to universal college access by reaching out to marginalized populations. Diner shows how these institutions pioneered the development of professional schools and PhD programs. Finally, he considers how leaders of urban higher education continuously debated the definition and role of an urban university. Ultimately, this book is a considered and long overdue look at the symbiotic impact of these two great American institutions: the city and the university.
Author: Ebony M. Duncan-Shippy
Publisher: IAP
ISBN: 1641136103
Category : Education
Languages : en
Pages : 372
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Book Description
Since the late 1990s, mass school closures have reshaped urban education across the United States. Popular media coverage and research reports link this resurgence of school closures in major cities like Chicago and Philadelphia to charter school expansion, municipal budget deficits, and racial segregation. However, this phenomenon is largely overlooked in contemporary education scholarship. Shuttered Schools: Race, Community, and School Closures in American Cities (Information Age Publishing) is an interdisciplinary volume that integrates multiple perspectives to study the complex practice of school closure—an issue that transcends education. Academics, practitioners, activists, and policymakers will recognize the far-reaching implications of these decisions for school communities. Shuttered Schools features rigorous new studies of school closures in cities across the United States. This research contextualizes contemporary school closures and accounts for their disproportionate impact on African American students. With topics ranging from gentrification and redevelopment to student experiences with school loss, research presented in this text incorporates various methods (e.g., case studies, interviews, regression techniques, and textual analysis) to evaluate the intended and unintended consequences of closure for students, families, and communities. This work demonstrates that shifts in the social, economic, and political contexts of education inform closure practice in meaningful ways. The impacts of shuttering schools are neither colorblind nor class-neutral, but indeed interact with social contexts in ways that reify existing social inequalities in education.
