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Author: Sheneka M. Williams
Publisher: IAP
ISBN: 1681232502
Category : Education
Languages : en
Pages : 171
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Book Description
The impetus behind this volume stems from reflections on commemorations of the historic Brown v. Board of Education decision. Brown turned 60 in May of 2014, and many special issues of peer?reviewed journals were dedicated to that anniversary. Unlike most special issues and volumes, we sought to highlight a smaller part of Brown, though no less significant. More specifically, we thought to develop a volume that focused on rural education in the aftermath of the decision. Most of the education policy and education reform literature caters to urban and suburban contexts, and very few academic books and journal articles—with the exception of research conducted by Craig, Amy, and Caitlin Howley and the Journal for Research on Rural Education—focus on rural education in the US. Thus, we wanted this volume to focus on the politics of educational opportunity in rural contexts. There is a paucity of rigorous research that examines how education policy affects the conditions of rural education. More specifically, research is scarce in examining the ways in which students in rural schools and districts have access to educational opportunities, although approximately one?third of all public schools are located in rural areas (Ayers, 2011). Educational opportunity in rural districts has been plagued by geographic isolation, loss of economic bases, and lack of capital (both financial and political) to voice the need for resources. To be clear, this volume does not present chapters that detail educational opportunity in rural districts and schools from a deficit perspective. Instead, chapters in this volume offer insight into both micro? and macro?level policies and practices that shape educational opportunities for students in rural schools and districts. As such, chapters in this volume investigate the “now” of educational opportunity for rural students and makes recommendations and suggestions for “later”. Given that, we are reminded of James Coleman’s (1975) thesis, “Education is a means to an end, and equal opportunity refers to later in life rather than the educational process itself” (p.28). This book will be organized into two distinct sections. The first section, comprised of chapters that examine educational opportunity in rural districts from a micro?level perspective, is devoted to chapters that broadly examine the implications of state and federal policy on educational opportunity in rural schools and districts. The second section, which includes case studies of rural districts in the American South, Appalachia, and the Northeast, takes a macro?level approach to examining educational opportunity in rural districts. Combined, chapters throughout the book provide readers with both an overview and a specific snapshot of educational opportunity in rural schools. Given the breadth and scope of chapters included in this volume, we believe the book adds tremendously to the education policy literature, as this vantage point has rarely been included in larger education policy discussions.
Author: Sheneka M. Williams
Publisher: IAP
ISBN: 1681232502
Category : Education
Languages : en
Pages : 171
Get Book Here
Book Description
The impetus behind this volume stems from reflections on commemorations of the historic Brown v. Board of Education decision. Brown turned 60 in May of 2014, and many special issues of peer?reviewed journals were dedicated to that anniversary. Unlike most special issues and volumes, we sought to highlight a smaller part of Brown, though no less significant. More specifically, we thought to develop a volume that focused on rural education in the aftermath of the decision. Most of the education policy and education reform literature caters to urban and suburban contexts, and very few academic books and journal articles—with the exception of research conducted by Craig, Amy, and Caitlin Howley and the Journal for Research on Rural Education—focus on rural education in the US. Thus, we wanted this volume to focus on the politics of educational opportunity in rural contexts. There is a paucity of rigorous research that examines how education policy affects the conditions of rural education. More specifically, research is scarce in examining the ways in which students in rural schools and districts have access to educational opportunities, although approximately one?third of all public schools are located in rural areas (Ayers, 2011). Educational opportunity in rural districts has been plagued by geographic isolation, loss of economic bases, and lack of capital (both financial and political) to voice the need for resources. To be clear, this volume does not present chapters that detail educational opportunity in rural districts and schools from a deficit perspective. Instead, chapters in this volume offer insight into both micro? and macro?level policies and practices that shape educational opportunities for students in rural schools and districts. As such, chapters in this volume investigate the “now” of educational opportunity for rural students and makes recommendations and suggestions for “later”. Given that, we are reminded of James Coleman’s (1975) thesis, “Education is a means to an end, and equal opportunity refers to later in life rather than the educational process itself” (p.28). This book will be organized into two distinct sections. The first section, comprised of chapters that examine educational opportunity in rural districts from a micro?level perspective, is devoted to chapters that broadly examine the implications of state and federal policy on educational opportunity in rural schools and districts. The second section, which includes case studies of rural districts in the American South, Appalachia, and the Northeast, takes a macro?level approach to examining educational opportunity in rural districts. Combined, chapters throughout the book provide readers with both an overview and a specific snapshot of educational opportunity in rural schools. Given the breadth and scope of chapters included in this volume, we believe the book adds tremendously to the education policy literature, as this vantage point has rarely been included in larger education policy discussions.
Author: Patricia Gándara
Publisher: State University of New York Press
ISBN: 0791481239
Category : Education
Languages : en
Pages : 316
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Book Description
The dream of public higher education in America is to provide opportunity for many and to offer transformative help to American communities and the economy. Expanding Opportunity in Higher Education explores the massive challenges facing California and the nation in realizing this goal during a time of enormous demographic change. The immediate focus on California is particularly appropriate given the size of the state—it educates one out of every nine students in the country—and its checkered political record with respect to civil rights and educational inequities. The book includes essays not only by academics looking at the state's educational system as a whole, but also by those within the policy system who are trying to keep it going in difficult times. The contributors show that the destiny of California, and the nation, rests on the courage of policymakers, both within the universities and within the government, to move aggressively to reclaim the hope of millions of students who can make enormous contributions to this society if only given the chance.
Author: Michael A. Rebell
Publisher: Teachers College Press
ISBN: 0807777161
Category : Education
Languages : en
Pages : 292
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Book Description
Acting as a counterbalance to the current unworkable law, this book proposes a more realistic way to achieve NCLB’s inspiring vision by ensuring the right to “meaningful educational opportunity” for all students. This timely volume tackles specific provisions in NCLB head-on, such as the popular, but impossible, goal of 100% student proficiency by 2014. “At last, a book on No Child Left Behind that makes sense to school practitioners. All who care about the future of our public schools should read this book as soon as possible!” —Thomas Sobol, Former Commissioner of Education, New York State “Moving Every Child Ahead is an important work from two leaders in the fight to guarantee a decent education for every child. Rebell and Wolff have written a must-read for everyone concerned about education reform.” —Senator John Edwards “Rebell and Wolff set forth compelling reasons for their recommendations and suggest specific steps that should be taken by local, state, and federal education officials. Anyone who cares about improving our public schools would benefit from their thoughtful insights and suggestions for Moving Every Child Ahead.” —Richard Riley, Former U.S. Secretary of Education “Michael Rebell has long been a warrior in the fight for educational equity. I am confident this book will enrich a debate sorely in need of big ideas and a willingness to challenge traditional orthodoxies.” —Joel Klein, Chancellor, New York City Department of Education
Author: James S. Coleman
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 754
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Book Description
Author: Pia Nicoletta Blossfeld
Publisher: Springer
ISBN: 365822522X
Category : Social Science
Languages : en
Pages : 247
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Book Description
Pia Nicoletta Blossfeld provides a long-term longitudinal analysis of the stepwise changes in transitions over the educational careers in East and West Germany using data from the National Educational Panel Study (NEPS). She examines how far reforms aimed to increase the permeability in the German educational system have changed the movements of children, adolescents and young adults in Germany since the last four decades. Her book contributes to the literature of educational sociology by studying the associations between various resources of family background and respondent’s educational histories until final educational attainment. A novelty of her book is the analysis of the role of intercohort changes in social background composition on final educational attainment.
Author: Adam R. Nelson
Publisher: University of Chicago Press
ISBN: 0226571904
Category : Education
Languages : en
Pages : 351
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Book Description
In recent years, federal mandates in education have become the subject of increasing debate. Adam R. Nelson's The Elusive Ideal—a postwar history of federal involvement in the Boston public schools—provides lessons from the past that shed light on the continuing struggles of urban public schools today. This far-reaching analysis examines the persistent failure of educational policy at local, state, and federal levels to equalize educational opportunity for all. Exploring deep-seated tensions between the educational ideals of integration, inclusion, and academic achievement over time, Nelson considers the development and implementation of policies targeted at diverse groups of urban students, including policies related to racial desegregation, bilingual education, special education, school funding, and standardized testing. An ambitious study that spans more than thirty years and covers all facets of educational policy, from legal battles to tax strategies, The Elusive Ideal provides a model from which future inquiries will proceed. A probing and provocative work of urban history with deep relevance for urban public schools today, Nelson's book reveals why equal educational opportunity remains such an elusive ideal.
Author: M. Christopher Brown
Publisher: Peter Lang
ISBN: 9780820495224
Category : Education
Languages : en
Pages : 486
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Book Description
Still Not Equal: Expanding Educational Opportunity in Society addresses the successes and failures of Brown v. Board of Education and the Civil Rights Act of 1964, as well as the continuing challenge of expanding educational opportunity in the United States and across the Black diaspora. The educational, political, and social influence resulting from Brown, the Civil Rights Act, and their progeny have shaped the dynamics of the collective educational and social experiences of people of color. Notwithstanding, the obstacles, barriers, and enablers of educational, occupational, and economic status outcomes impact the formation and interpretation of public policy, specifically, and public perception, generally, about racialized notions of schooling and learning. The pursuit of educational access, attendance, and attainment is intertwined with the implications of academic research and public policy to improve local practices in school settings. Inasmuch as a diverse research agenda, priorities, and activities become situated to critically address status and attainment outcomes in education from preschool through adulthood for African Americans in the United States and abroad, the resulting complexities in education and other settings will continue to behave in ways that cross racial lines.
Author: Akito Okada
Publisher: Berghahn Books
ISBN: 0857452681
Category : Education
Languages : en
Pages : 214
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Book Description
In many societies today, educational aims or goals are commonly characterized in terms of “equality,” “equal opportunity,” “equal access” or “equal rights,” the underlying assumption being that “equality” in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers’ unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan’s falling birthrate and aging society.
Author: William Schmidt
Publisher: Teachers College Press
ISBN: 0807771082
Category : Education
Languages : en
Pages : 289
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Book Description
Inequality for All makes an important contribution to current debates about economic inequalities and the growing achievement gap, particularly in mathematics and science education. The authors argue that the greatest source of variation in opportunity to learn is not between local communities, or even schools, but between classrooms. They zero in on one of the core elements of schooling—coverage of subject matter content—and examine how such opportunities are distributed across the millions of school children in the United States. Drawing on data from the third TIMMS international study of curriculum and achievement, as well as a six-district study of over 500 schools across the United States, they point to Common Core State Standards as being a key step in creating a more level playing field for all students. William H. Schmidt is University Distinguished Professor at Michigan State University and co-director of the Education Policy Center. Curtis C. McKnight is emeritus professor of mathematics at the University of Oklahoma.
Author: Harvard University
Publisher: New York : Vintage Books
ISBN:
Category : Education
Languages : en
Pages : 614
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Book Description
Compilation of papers analysing the coleman report on equal opportunity in respect of education (educational opportunity) in the USA - includes papers on the effects of racial discrimination in public schools on achievement, an evaluation of the coleman rport as a guide to government policy, etc. References and statistical tables.
