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Author: Paul D. Houston Publisher: Corwin Press ISBN: 1452216150 Category : Education Languages : en Pages : 193
Book Description
This provocative book offers insights on public education in a landscape of global competition, the economic gulf between social classes, the explosion of information, and competing expectations.
Author: Paul D. Houston Publisher: Corwin Press ISBN: 1452216150 Category : Education Languages : en Pages : 193
Book Description
This provocative book offers insights on public education in a landscape of global competition, the economic gulf between social classes, the explosion of information, and competing expectations.
Author: Deborah Meier Publisher: Beacon Press ISBN: 0807004596 Category : Education Languages : en Pages : 117
Book Description
Signed into law in 2002, the federal No Child Left Behind Act (NCLB) promised to revolutionize American public education. Originally supported by a bipartisan coalition, it purports to improve public schools by enforcing a system of standards and accountability through high-stakes testing. Many people supported it originally, despite doubts, because of its promise especially to improve the way schools serve poor children. By making federal funding contingent on accepting a system of tests and sanctions, it is radically affecting the life of schools around the country. But, argue the authors of this citizen's guide to the most important political issue in education, far from improving public schools and increasing the ability of the system to serve poor and minority children, the law is doing exactly the opposite. Here some of our most prominent, respected voices in education-including school innovator Deborah Meier, education activist Alfie Kohn, and founder of the Coalition of Essential Schools Theodore R. Sizer-come together to show us how, point by point, NCLB undermines the things it claims to improve: * How NCLB punishes rather than helps poor and minority kids and their schools * How NCLB helps further an agenda of privatization and an attack on public schools * How the focus on testing and test preparation dumbs down classrooms * And they put forward a richly articulated vision of alternatives. Educators and parents around the country are feeling the harshly counterproductive effects of NCLB. This book is an essential guide to understanding what's wrong and where we should go from here.
Author: Peter Wright Publisher: ISBN: 9781892320001 Category : Languages : en Pages :
Book Description
Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and "least restrictive environment"* Tutorial about how to find relevant state and federal cases using your unique search terms
Author: Meira Levinson Publisher: Harvard University Press ISBN: 0674069587 Category : Education Languages : en Pages : 454
Book Description
While teaching at an all-Black middle school in Atlanta, Meira Levinson realized that students’ individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle. Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson’s account challenges not just educators but all who care about justice, diversity, or democracy.
Author: Richard Deasy Publisher: ISBN: Category : Education Languages : en Pages : 180
Book Description
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Author: Ron Martin Publisher: Routledge ISBN: 1000592901 Category : Business & Economics Languages : en Pages : 140
Book Description
EXECUTIVE SUMMARY AND KEY RECOMMENDATIONS The nature of the problem: • Geographical inequalities in the UK are a longstanding and persistent problem rooted in deepseated and cumulative processes of local and regional divergence with antecedents in the inter-war years and accelerating since the early 1980s. • This spatial divergence has been generated by the inability of some places to adapt to the emergence of the post-industrial service and knowledge-based economy whose geographies are very different from those of past heavy industries. As a consequence, the "left behind" problem has become spatially and systemically entrenched. • Challenging ideas of market-led adjustment, there is little evidence that real cost advantages in Northern areas are correcting and offsetting the geographically differentiated development of skilled labour and human capital and the quality of residential and business environments. • A variety of different types of "left behind place" exist at different scales, and these types combine common problems with distinctive economic trajectories and varied causes. These different types will need policies that are sensitive and adaptive to their specific problems and potentialities. • Contemporary economic development is marked by agglomeration in high-skilled and knowledge-intensive activities. Research-based concentrations of high-skilled activity in the UK have been limited and concentrated heavily in parts of London and cities in the Golden Triangle, especially Oxford and Cambridge. Even in London, the benefits have been unevenly spread between boroughs. • Existing analyses of the predicaments of left behind places present a stark division between rapid growth in "winning" high-skilled cities and relative decline in "losing" areas. This view is problematic because it oversimplifies the experience in the UK and other countries. A false binary distinction is presented to policymakers which offers only the possibility of growth in larger cities and derived spillovers and other compensations elsewhere. • Yet, the post-industrial economy involves strong dispersal of activity and growth to smaller cities, towns and rural areas. However, this process has been highly selective between local areas and needs to be better understood. The institutional and policy response: • Past policies in the UK have lacked recognition of the scale and importance of the left behind problem and committed insufficient resources to its resolution. The objective of achieving a less geographically unequal economy has not been incorporated into mainstream policymaking. When compared with other countries, the UK has taken an overcentralized, "top-down" approach to policy formulation and implementation, often applying "one size fits all" policy measures to different geographical situations. • Political cycles have underpinned a disruptive churn of institutions and policies. In contrast with other Organisation for Economic Co-operation and Development (OECD) countries, particularly in Europe, there has been limited long-term strategy and continuity, and inadequate development of local policymaking capacity and capabilities, especially for research, analysis, monitoring and evaluation. • Past policies have been underfunded, inconsistent, and inadequately tailored and adapted to the needs of different local economies. We estimate that, on average over the period 1961–2020, the UK government invested on average £2.9 billion per annum in direct spatial policy (2020 prices), equivalent to around 0.15% of gross national income (GNI) per annum over the period. European Union Structural and Cohesion Policy support has added around 0.12% GNI (2020 prices) per annum to this over the period from the late 1970s. • These broad estimates suggest that discretionary expenditure in the UK on urban and regional policy when both domestic and European Union spatial policy was in operation was equivalent to 0.27% per annum of UK GNI (2020 prices). This is dwarfed by mainstream spending programmes (by comparison, the UK committed £14.5 billion (0.7% of GNI) to international aid in 2019). The level of resources devoted to spatial policy has been modest given the entrenched and cumulative nature of the problem. • Policies for "levelling up" need clearly to distinguish different types of left behind places and devise a set of place-sensitive and targeted policies for these types of "clubs" of left behind areas. This shift will need a radical expansion of "place-based" policymaking in the UK which allows national and local actors to collaborate on the design of appropriate targeted programmes. • A key priority for "levelling up" is revitalizing Northern cities and boosting their contribution to the national economy. Underperformance in these urban centres has been a major contributor to persistent geographical inequality in the UK. • Addressing the UK’s geographical economic inequalities and the plight of left behind places requires substantially more decentralization of power and resources to place-based agencies. This would enable the current UK government’s "levelling up" agenda to capitalize on the many advantages of more "place-based" policymaking to diagnose problems, build on local capabilities, strengthen resilience and adapt to local changes in circumstances. • Crucially, place-based efforts need to be coordinated and aligned with place-sensitive national policies. The key challenge of a levelling up mission is to integrate "place-based" policies with greater place sensitivity in national policies and in regulation and mainstream economic spending. • It is important to develop policies that spread the benefits from agglomeration and ensure that the income effects and innovations produced by high-skill concentrations diffuse to the wider cityregional economies and their firms (especially small and medium-sized enterprises) and workers. There is a clear need for more policy thinking on how this can be achieved. • Policy for levelling-up needs to align and coordinate with the other national missions for net zero carbon and post-pandemic recovery. This suggests that a strong "place-making" agenda focused on quality of life, infrastructure and housing in many left behind places is important for post-industrial and service growth. • Genuine place-making is a long-term process involving public, private and civic participation which allows local responses to those economic, environmental, and social constraints and problems that most strongly reduce the quality of life in local areas. A truly "total place" approach is required. The quality of infrastructure, housing stock and public services is crucial for the quality of place as well as the ability to secure and attract more dispersed forms of growth. There is little hope of delivering "place-making" if public sector austerity is once again allowed to cut back public services more severely in poorer and more deprived areas. The way forward: • The scale and nature of the UK’s contemporary "left behind places" problem are such that only a transformative shift in policy model and a resource commitment of historic proportions are likely to achieve the "levelling up" ambition that is central to the current government’s political ambitions. KEY RECOMMENDATIONS In summary, our recommendations are that the UK government should: • Grasp the transformative moment for local, regional and urban development policy as the UK adjusts to a post-Covid-19 world and seeks a net zero carbon future. • Establish a clear and binding national mission for "levelling up". • Realize the potential of place in policymaking. • Decentralize and devolve towards a multilevel federal polity. • Strengthen subnational funding and financing and adopt new financing models involving the public, private sector and civic sectors to generate the resources required. • Embed geography in the national state and in national policy machinery. • Improve subnational strategic research, intelligence, monitoring and evaluation capacity. A failure to learn from the lessons of the last 70 years of spatial policy risks the UK becoming an ever more divided nation, with all the associated economic, social and political costs, risks and challenges that this presents.
Author: William J. Reese Publisher: JHU Press ISBN: 1421401037 Category : Education Languages : en Pages : 378
Book Description
In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.
Author: Paul D. Houston
Author: Paul D. Houston
Author: Deborah Meier
Author: Peter Wright
Author: Meira Levinson
Author: 
Author: Richard Deasy
Author: Ron Martin
Author: William J. Reese
Author: United States. Department of Education
Author: Michael A. Olivas