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Author: Louis F. Miron
Publisher: State University of New York Press
ISBN: 0791486923
Category : Education
Languages : en
Pages : 336
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Book Description
Have urban schools failed, or has reform failed urban schools? This book examines existing urban school programs, ranging from desegregation to reading improvement, in light of available historical, empirical, and case study evidence. Miron and St. John and their contributors probe the underlying theoretical, normative, and political assumptions embedded in specific reform initiatives. They explore how reforms might be reconstructed to better address the underlying challenges and they demonstrate that reforms can be constructively critiqued throughout the stages of implementation, arguing that greater attention should be paid to ethnic and cultural traditions within urban educational settings. Contributors include Leetta Allen-Haynes; Joseph Cadray; Choong-Geun Chung; Richard Fossey; Barry M. Franklin; David Gordon; Carol Anne Hossler; Siri Loescher; Kim Manoil; Genevieve Manset; Louis F. Mirón; Glenda Droogsma Musoba; Kathryn Nakagawa; Carolyn S. Ridenour; Ada B. Simmons; Edward P. St. John; Neil Theobald; Sandra Washburn; Kenneth K. Wong; and Kim Worthington.
Author: Louis F. Miron
Publisher: State University of New York Press
ISBN: 0791486923
Category : Education
Languages : en
Pages : 336
Get Book
Book Description
Have urban schools failed, or has reform failed urban schools? This book examines existing urban school programs, ranging from desegregation to reading improvement, in light of available historical, empirical, and case study evidence. Miron and St. John and their contributors probe the underlying theoretical, normative, and political assumptions embedded in specific reform initiatives. They explore how reforms might be reconstructed to better address the underlying challenges and they demonstrate that reforms can be constructively critiqued throughout the stages of implementation, arguing that greater attention should be paid to ethnic and cultural traditions within urban educational settings. Contributors include Leetta Allen-Haynes; Joseph Cadray; Choong-Geun Chung; Richard Fossey; Barry M. Franklin; David Gordon; Carol Anne Hossler; Siri Loescher; Kim Manoil; Genevieve Manset; Louis F. Mirón; Glenda Droogsma Musoba; Kathryn Nakagawa; Carolyn S. Ridenour; Ada B. Simmons; Edward P. St. John; Neil Theobald; Sandra Washburn; Kenneth K. Wong; and Kim Worthington.
Author: Paul T. Hill
Publisher: Brookings Institution Press
ISBN: 9780815723554
Category : Education
Languages : en
Pages : 228
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Book Description
Mayoral takeovers of big city public education systems are desperation measures. After decades of decline in school quality, something must be done to make sure city children learn enough to function as adults in American society. But how can city leaders make a real difference? This book, a sequel to Fixing Urban Schools (Brookings, 1998), is a practical guide for mayors, civic leaders, school board members, and involved citizens. Based on case studies of city reform initiatives in Boston, Memphis, New York City District #2, San Antonio, San Francisco, and Seattle, the book provides practical guidance on how to formulate a plan bold enough to work and how to deal with political opposition to change. It concludes that mayors and private sector leaders must stay engaged in education reform by creating new public-private institutions to support high quality schools.
Author: Frederick M. Hess
Publisher: Brookings Institution Press
ISBN: 0815719957
Category : Education
Languages : en
Pages : 241
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Book Description
Almost everyone agrees that America's urban schools are a mess. But while this agreement has fostered widespread support for aggressive reform, Frederick Hess argues that much of what ails urban education is actually the result of continuous or fragmentary reform. Hess explains that political incentives drive school superintendents to promote reforms--to demonstrate that they are "making a difference." Superintendents have to do this quickly, both because their tenure is usually three years or less and because urban communities are anxious to see educational improvement. However, the nature of urban school districts makes it very difficult to demonstrate concrete short-term improvement. The result is what he terms "policy churn," which distracts teachers and principals from efforts to refine classroom teaching while seldom resulting in successful long-term changes. Hess argues that policymakers have misallocated resources by pursuing the "right" structure or the "best" pedagogy while paying insufficient attention to the more mundane--and more important--questions of how to implement, refine, and sustain a particular approach in their particular district. Hess explains that previous research on high-performing schools suggests that the best schools are characterized by focus and by an ability to develop expertise in specific approaches to teaching and learning. To help educators and policymakers adopt and nurture a focused agenda, he recommends institutional changes that increase the effectiveness of performance outcomes and reduce the incentives to emphasize symbolic reform.
Author: S. Paul Reville
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 338
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Book Description
A Decade of Urban School Reform looks at this critical era in the Boston schools and distills valuable insights and lessons for school leaders and reformers everywhere. In the last decade, the Boston Public Schools has undergone critical reforms that have been of intense interest to school leaders and policymakers throughout the country. Under the leadership of superintendent Thomas Payzant, the Boston schools implemented extensive reform strategies that yielded notable results. Fittingly, at the end of Payzant's superintendency in September 2006, the Boston Public Schools received the Broad Prize for Urban Education for being the most improved urban school district in the country. With chapters that explore questions pertaining to governance, human resources, instruction, data collection, disabilities, community engagement, and other topics, the book offers a detailed, comprehensive portrait of a school system managing the complex and daunting tasks of system-wide reform. The result is a timely, in-depth contribution to the small group of indispensable writings on urban school reform.
Author: Dennis Carlson
Publisher: Routledge
ISBN: 1351612662
Category : Education
Languages : en
Pages : 273
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Book Description
Advocates of the ‘back-to-basics’ movement argue that a basic skills programme ensures that students are educated to a minimum level of literacy required to enter the labour force. Critics charge that these efforts only increase school bureaucracy and undermine teachers’ autonomy in the classroom. First published in 1992, this book moves beyond the rhetoric surrounding the basic skills debate by providing a thorough yet critical examination of urban education, urban school reform, and teachers’ work culture. Beginning with a sparkling theoretical discussion of the problems and pitfalls of back-to-basics reform efforts, author Dennis Carlson argues persuasively that the movement’s exclusive emphasis on functional literacy skills rather than higher-order thinking assures that students will remain on the lower rungs of the socio-economic ladder. He then proceeds with an empirical study of two urban high school districts in which he documents the latent effects of back-to-basics on teachers’ work lives as well as staff-administration clashes over efforts to implement restructuring programmes. This book offers a sensible and sophisticated treatment of some of the important issues facing urban education and will be of great interest to anyone working in Education.
Author: Erkin Özay
Publisher: Routledge
ISBN: 1000093352
Category : Architecture
Languages : en
Pages : 185
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Book Description
Urban Renewal and School Reform in Baltimore examines the role of the contemporary public school as an instrument of urban design. The central case study in this book, Henderson-Hopkins, is a PK-8 campus serving as the civic centerpiece of the East Baltimore Development Initiative. This study reflects on the persistent notions of urban renewal and their effectiveness for addressing the needs of disadvantaged neighborhoods and vulnerable communities. Situating the master plan and school project in the history and contemporary landscape of urban development and education debates, this book provides a detailed account of how Henderson-Hopkins sought to address several reformist objectives, such as improvement of the urban context, pedagogic outcomes, and holistic well-being of students. Bridging facets of urban design, development, and education policy, this book contributes to an expanded agenda for understanding the spatial implications of school-led redevelopment and school reform.
Author: Barry A. Gold
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
Racially separate schools cannot be equal even if funding levels are the same as wealthy White school districts, according to Barry A. Gold in his provocative new book. By documenting the effects that the New Jersey Supreme Court Abbott V decision had on schools and classrooms, Gold argues that Abbott V, along with NCLB, actually widened the educational gap between middle-class White students and minority students by creating a new but less effective type of urban education. This in-depth examination describes and analyzes the actual behavior of administrators and teachers to understand how and why these educational reforms failed. The book features include: reports on the two most important reforms of urban education in U.S. history - the New Jersey Supreme Court Abbott V ruling and NCLB; rich case studies of 7 years of urban elementary reform; why reform efforts failed to achieve their intended outcomes is explained; and ways to improve future urban education reforms are identified.
Author: Frederick M. Hess
Publisher: Harvard Education Press
ISBN: 1612500757
Category : Education
Languages : en
Pages : 380
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Book Description
An indispensable book for administrators, policymakers, scholars, and practitioners, Urban School Reform presents a revealing portrait of reform efforts while identifying the full range of issues that education reformers will need to address in districts across the country in the years ahead. Today's urban school reformers face a bewildering array of challenges. Urgent problems pertaining to governance, management, labor relations, classroom instruction, and numerous other areas face those who wish to reform and improve urban schools. Having undergone one of the nation's most comprehensive school reform efforts in recent years, San Diego has been a site of nationwide interest--one that is uncommonly well suited to learning about the challenges facing all reformers. This timely book addresses the full range of critical issues pertaining to urban school reform by looking closely at the recent reform efforts in San Diego. In essays by an impressive gathering of scholars and practitioners from across the country, the book considers crucial dimensions of reform efforts in the San Diego schools, including performance, governance, the external environment, central leadership and management, district infrastructure, support services, and school-level instructional efforts. The result is a full-scale assessment of San Diego's reform efforts--a record of unmistakable relevance and value to other urban reform movements throughout the United States.
Author: Joseph W. Check
Publisher: Bloomsbury Publishing USA
ISBN: 0313012814
Category : Education
Languages : en
Pages : 239
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Book Description
Politics, language, and culture are three of the most powerful forces affecting education today, yet they have been little discussed in relation to systemic school reform, the new status quo of urban schools. This book looks at their effects through the eyes of teachers, administrators, and insider/outsiders who are actually living reform at the school level in four widely different urban school systems: Chicago, San Francisco and Oakland, California, and Boston. The book also creates a statistical and conceptual picture of urban education and school reform as national phenomena with deep historical roots, and offers a composite case study of an urban elementary school undergoing reform. The author argues that urban school reform is failing becasue its basic strategy is misguided and because reform thinking has consciously ignored three essential sources of knowledge about school change. Strategically, efforts for reform have relied heavily on the widespread replication of nationally promoted exemplary programs. This approach assumes that local schools lack the knowledge and will to solve their own problems and require prescriptive intervention from national models. In fact, the exemplary programs approach has yielded very limited success. What is needed instead is the creation and long-term support of unique, local exemplary contexts that combine best-practice approaches with local knowledge, conditions, and resources.
Author: Frederick M. Hess
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 392
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Book Description
An indispensable book for administrators, policymakers, scholars, and practitioners, Urban School Reform presents a revealing portrait of reform efforts while identifying the full range of issues that education reformers will need to address in districts across the country in the years ahead. Today's urban school reformers face a bewildering array of challenges. Urgent problems pertaining to governance, management, labor relations, classroom instruction, and numerous other areas face those who wish to reform and improve urban schools. Having undergone one of the nation's most comprehensive school reform efforts in recent years, San Diego has been a site of nationwide interest--one that is uncommonly well suited to learning about the challenges facing all reformers. This timely book addresses the full range of critical issues pertaining to urban school reform by looking closely at the recent reform efforts in San Diego. In essays by an impressive gathering of scholars and practitioners from across the country, the book considers crucial dimensions of reform efforts in the San Diego schools, including performance, governance, the external environment, central leadership and management, district infrastructure, support services, and school-level instructional efforts. The result is a full-scale assessment of San Diego's reform efforts--a record of unmistakable relevance and value to other urban reform movements throughout the United States.
