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"Policy, reform, legislation"
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Below the Bubble: \Educational Triage\ and the Texas Accountability System
This article uses two dominant traditions in the organizational study of schools-the neoinstitutional and faculty workplace approaches-to explain an urban elementary school's response to the Texas Accountability System. The findings indicate that teachers, guided by an institutional logic, sought to create the appearance of test score improvement by using a constellation of \"educational triage\" practices. Educational triage was manifest in the diversion of resources to students believed to be on the threshold of passing the Texas Assessment of Knowledge and Skills (\"bubble kids\") and to \"accountable\" students (those affecting the school's accountability rating). Teachers also attempted to remove any liabilities to the school's rating by referring these students for special education. To explain why teachers participated in educational triage, the author shows how the equation of good teaching with high test scores by the institutional environment and the district reconstituted both teacher professional identities and teacher-teacher relationships.
Journal Article
What kind of citizen? The politics of educating for democracy
Educators and policymakers increasingly pursue programs that aim to strengthen democracy through civic education, service learning, and other pedagogies. Their underlying beliefs, however, differ. This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs. It offers analyses of a 2-year study of educational programs in the United States that aimed to promote democracy. Drawing on democratic theory and on findings from their study, the authors detail three conceptions of the \"good\" citizen - personally responsible, participatory, and justice oriented - that underscore political implications of education for democracy. The article demonstrates that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but, rather, political choices with political consequences. (DIPF/Orig.).
Journal Article
The schoolhouse gate : public education, the Supreme Court, and the battle for the American mind
\"By a brilliant young constitutional scholar at the University of Chicago--who clerked on the U.S. Court of Appeals for the District of Columbia for Judge Merrick B. Garland and on the Supreme Court of the United States for Justices Sandra Day O'Connor and Stephen Breyer, and who also happens to be an elegant stylist--a powerfully alarming book concerned to vindicate the constitutional rights of public school students, so often trampled upon by the Supreme Court in recent decades Supreme Court decisions involving the constitutional rights of students in the nation's public schools have consistently been most controversial. From racial segregation to unauthorized immigration, from economic inequality to public prayer and homeschooling: these are but a few of the many divisive issues that the Supreme Court has addressed vis-a-vis elementary and secondary education. The Schoolhouse Gate gives a fresh, lucid, and provocative account of the historic legal battles waged over education. It argues that since the 1970s, the Supreme Court through its decisions has transformed public schools into Constitution-free zones. Students deriving lessons about citizenship from the Court's decisions over the last four decades would conclude that the following actions taken by school officials pass constitutional muster: inflicting severe corporeal punishment on students without any procedural protections; searching students and their possessions, without probable cause, in bids to uncover violations of school rules; engaging in random drug testing of students who are not suspected of any wrongdoing; and suppressing student speech solely for the viewpoint that it espouses. Taking their cue from such decisions, lower courts have validated a wide array of constitutionally dubious actions, including: repressive student dress codes; misguided \"zero tolerance\" disciplinary policies; degrading student strip searches; and harsh restrictions on off-campus speech in the internet age. Justin Driver dramatically and keenly surveys this battlefield of constitutional meaning and warns that impoverished views of constitutional protections will only further rend our social fabric\"-- Provided by publisher.
Book
Comprehensive school reform and achievement: A meta-analysis
This meta-analysis reviews research on the achievement effects of comprehensive school reform (CSR) and summarizes the specific effects of 29 widely implemented models. There are limitations on the overall quantity and quality of the research base, but the overall effects of CSR appear promising. The combined quantity, quality, and statistical significance of evidence from three models, in particular, set them apart. Whether evaluations are conducted by developers or by third-party evaluators and whether evaluators use one-group pre-post designs or control groups are important factors for understanding differences in CSR effects. Schools that implemented CSR models for 5 years or more showed particularly strong effects, and the benefits were consistent across schools of varying poverty levels. A long-term commitment to research-proven educational reform is needed to establish a strong marketplace of scientifically based CSR models.
Journal Article
School violence : a reference handbook
\"A timely investigation of the history, legislation, and perpetrators of school violence, this guide debunks the myths and misconceptions about this terrible problem of national concern\"-- Provided by publisher.
Book
The Finnish miracle of PISA: historical and sociological remarks on teaching and teacher education
One of the recent tributes to the success of Finnish schooling was the PISA 2000 project report. As befits the field of education, the explanations are primarily pedagogical, referring especially to the excellent teachers and high-quality teacher education. Without underrating the explanatory power of these statements, this paper presents some of the social, cultural and historical factors behind the pedagogical success of the Finnish comprehensive school. From the perspectives of history and the sociology of education, it also sheds light on some ironic paradoxes and dilemmas that may be concealed by the success. The focus is on the problematic nature of international comparative surveys based on school performance indicators. The question is whether they really make it possible to understand schooling in different countries, or whether they are just part of processes of 'international spectacle' and 'mutual accountability'.
Journal Article
Priced out : the economic and ethical costs of American health care
\"From a giant of health care policy, an engaging and enlightening account of why American health care is so expensive -- and why it doesn't have to be. Uwe Reinhardt was a towering figure and moral conscience of health care policy in the United States and beyond. Famously bipartisan, he advised presidents and Congress on health reform and originated central features of the Affordable Care Act. In Priced Out, Reinhardt offers an engaging and enlightening account of today's U.S. health care system, explaining why it costs so much more and delivers so much less than the systems of every other advanced country, why this situation is morally indefensible, and how we might improve it. The problem, Reinhardt says, is not one of economics but of social ethics. There is no American political consensus on a fundamental question other countries settled long ago: to what extent should we be our brothers' and sisters' keepers when it comes to health care? Drawing on the best evidence, he guides readers through the chaotic, secretive, and inefficient way America finances health care, and he offers a penetrating ethical analysis of recent reform proposals. At this point, he argues, the United States appears to have three stark choices: the government can make the rich help pay for the health care of the poor, ration care by income, or control costs. Reinhardt proposes an alternative path: that by age 26 all Americans must choose either to join an insurance arrangement with community-rated premiums, or take a chance on being uninsured or relying on a health insurance market that charges premiums based on health status. An incisive look at the American health care system, Priced Out dispels the confusion, ignorance, myths, and misinformation that hinder effective reform.\" -- Provided by publisher.
Book
Social, emotional, ethical, and academic education
In this article, [the author] argues that the goals of education need to be reframed to prioritize not only academic learning, but also social, emotional, and ethical competencies. Surveying the current state of research in the fields of socialemotional education, character education, and school-based mental health in the United States, [he] suggests that social-emotional skills, knowledge, and dispositions provide the foundation for participation in a democracy and improved quality of life. [The author] discusses contemporary best practices and policy in relation to creating safe and caring school climates, home-school partnerships, and a pedagogy informed by social-emotional and ethical concerns. He also emphasizes the importance of scientifically sound measures of social-emotional and ethical learning, and advocates for action research partnerships between researchers and practioners to develop authentic methods of evaluation. [The author] notes the gulf that exists between the evidence-based guidelines for social-emotional learning, which are being increasingly adopted at the state level, and what is taught in schools of education and practiced in preK-12 schools. Finally, he asserts that social, emotional, ethical, and academic education is a human right that all students are entitled to, and argues that ignoring this amounts to a social injustice. (DIPF/Orig.).
Journal Article