The Chicago Schools Journal PDF Download
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 442
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 442
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 348
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Book Description
Author: Eve L. Ewing
Publisher: University of Chicago Press
ISBN: 022652616X
Category : Education
Languages : en
Pages : 237
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Book Description
“Failing schools. Underprivileged schools. Just plain bad schools.” That’s how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt. But Ewing knows Chicago Public Schools from the inside: as a student, then a teacher, and now a scholar who studies them. And that perspective has shown her that public schools are not buildings full of failures—they’re an integral part of their neighborhoods, at the heart of their communities, storehouses of history and memory that bring people together. Never was that role more apparent than in 2013 when Mayor Rahm Emanuel announced an unprecedented wave of school closings. Pitched simultaneously as a solution to a budget problem, a response to declining enrollments, and a chance to purge bad schools that were dragging down the whole system, the plan was met with a roar of protest from parents, students, and teachers. But if these schools were so bad, why did people care so much about keeping them open, to the point that some would even go on a hunger strike? Ewing’s answer begins with a story of systemic racism, inequality, bad faith, and distrust that stretches deep into Chicago history. Rooting her exploration in the historic African American neighborhood of Bronzeville, Ewing reveals that this issue is about much more than just schools. Black communities see the closing of their schools—schools that are certainly less than perfect but that are theirs—as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 36
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Author: Cara E. Furman
Publisher: Teachers College Press
ISBN: 0807779326
Category : Education
Languages : en
Pages : 217
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Book Description
What does it mean to teach for human dignity? How does one do so? This practical book shows how the leaders at four urban public schools used a process called Descriptive Inquiry to create democratic schools that promote and protect human dignity. The authors argue that teachers must attend to who a child is and find a way to create classrooms that allow everyone to feel safe and express ideas. Responding to the perennial question of how to cultivate teachers, they offer an approach that attends to both ethical development and instructional methods. They also provide a way forward for school leaders seeking to listen to, and provide guidance for, their staff. At its core, Descriptive Inquiry in Teacher Practice champions a commitment to schools as places in which children, teachers, and leaders can learn how to live and work well together. Book Features: Illustrates how to take an inquiry stance toward the difficult issues that educators face every day.Examines how themes regularly addressed in foundations can be used to improve schools.Includes engaging portraits of progressive urban schools that showcase the qualities of the leaders that guide them.Demonstrates the power of a progressive and humanistic education for children of color and for those from lower-income backgrounds.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1016
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Author: Anthony S. Bryk
Publisher: University of Chicago Press
ISBN: 0226078019
Category : Education
Languages : en
Pages : 328
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Book Description
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Author: Kathryn M. Neckerman
Publisher: University of Chicago Press
ISBN: 0226569624
Category : Social Science
Languages : en
Pages : 273
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Book Description
The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. In Schools Betrayed, her innovative history of race and urban education, Kathryn M. Neckerman tells the story of how and why these schools came to serve black children so much worse than their white counterparts. Focusing on Chicago public schools between 1900 and 1960, Neckerman compares the circumstances of blacks and white immigrants, groups that had similarly little wealth and status yet came to gain vastly different benefits from their education. Their divergent educational outcomes, she contends, stemmed from Chicago officials’ decision to deal with rising African American migration by segregating schools and denying black students equal resources. And it deepened, she shows, because of techniques for managing academic failure that only reinforced inequality. Ultimately, these tactics eroded the legitimacy of the schools in Chicago’s black community, leaving educators unable to help their most disadvantaged students. Schools Betrayed will be required reading for anyone who cares about urban education.
Author: Isaura Pulido
Publisher: University of Illinois Press
ISBN: 0252053508
Category : Social Science
Languages : en
Pages : 359
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Book Description
In this collection, local experts use personal narratives and empirical data to explore the history of Mexican American and Puerto Rican education in the Chicago Public Schools (CPS) system. The essays focus on three themes: the historical context of segregated and inferior schooling for Latina/o/x students; the changing purposes and meanings of education for Latina/o/x students from the 1950s through today; and Latina/o/x resistance to educational reforms grounded in neoliberalism. Contributors look at stories of student strength and resistance, the oppressive systems forced on Mexican American women, the criminalization of Puerto Ricans fighting for liberatory education, and other topics of educational significance. As they show, many harmful past practices remain the norm--or have become worse. Yet Latina/o/x communities and students persistently engage in transformative practices shaping new approaches to education that promise to reverberate not only in the city but nationwide. Insightful and enlightening, Latina/o/x Education in Chicago brings to light the ongoing struggle for educational equity in the Chicago Public Schools.
Author: Douglas N. Harris
Publisher: University of Chicago Press
ISBN: 022669478X
Category : Education
Languages : en
Pages : 320
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Book Description
In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest. Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students.
