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"SCHOOL SYSTEM"
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Profit of education
This book makes it clear that rethinking the teaching profession is the key to repairing America's broken-down education system and securing our nation's future. To accomplish this, author Dick Startz says it requires raising teacher pay to professional levels and rewarding teachers for student success, with the goal of improving student learning by the equivalent of one extra year of schooling.--[book jacket]
Book
Disputing Discipline
Disputing Discipline explores how global and local children’s rights activists’ efforts within the school systems of Zanzibar to eradicate corporal punishment are changing the archipelago’s moral and political landscape. Through an equal consideration of child and adult perspectives, Fay explores what child protection means for Zanzibari children who have to negotiate their lives at the intersections of universalized and local child protection aspirations while growing up to be pious and responsible adults. Through a visual and participatory ethnographic approach that foregrounds young people’s voices through their poetry, photographs, and drawings, paired with in-depth Swahili language analysis, Fay shows how children’s views and experiences can transform our understanding of child protection. This book demonstrates that to improve interventions, policy makers and practitioners need to understand child protection beyond a policy sense of the term and respond to the reality of children’s lives to avoid unintentionally compromising, rather than improving, young people’s well-being.
eBook
How Schools Meet Students' Needs
Meeting students' basic needs - including ensuring they have access to nutritious meals and a sense of belonging and connection to school - can positively influence students' academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students' Needs explores the factors that both enable and constrain teachers in their efforts to meet students' needs and the consequences of how schools organize this work on teachers' labor and students' learning.
eBook
The enigma girls : how ten teenagers broke ciphers, kept secrets, and helped win World War II
\"\"You are to report to Station X at Bletchley Park, Buckinghamshire, in four days time....That is all you need to know.\" This was the terse telegram hundreds of young women throughout the British Isles received in the spring of 1941, as World War II raged. As they arrived at Station X, a sprawling mansion in a state of disrepair surrounded by Spartan-looking huts with little chimneys coughing out thick smoke-these young people had no idea what kind of work they were stepping into. Who had recommended them? Why had they been chosen? Most would never learn all the answers to these questions. Bletchley Park was a well-kept secret during World War II, operating under the code name Station X. The critical work of code-cracking Nazi missives that went on behind its closed doors could determine a victory or loss against Hitler's army. Amidst the brilliant cryptographers, flamboyant debutantes, and absent-minded professors working there, it was teenaged girls who kept Station X running. Some could do advanced math, while others spoke a second language. They ran the unwieldy bombe machines, made sense of wireless sound waves, and sorted the decoded messages. They were expected to excel in their fields and most importantly: know how to keep a secret\"-- Provided by publisher.
Book
The real school safety problem : the long-term consequences of harsh school punishment
Schools across the U.S. look very different today than they did a generation ago. Police officers, drug-sniffing dogs, surveillance cameras, and high suspension rates have become commonplace. The Real School Safety Problem uncovers the unintended but far-reaching effects of harsh school discipline climates. Evidence shows that current school security practices may do more harm than good by broadly affecting the entire family, encouraging less civic participation in adulthood, and garnering future financial costs in the form of high rates of arrests, incarceration, and unemployment. This text presents a blueprint for reform that emphasizes problem-solving and accountability while encouraging the need to implement smarter school policies.
eBook
Decentralized decision-making in schools
Are school-based management reforms improving education? This book analyzes the theory and evidence behind decentralized decision-making in schools worldwide. Decentralized Decision-Making in Schools explores the impact of school-based management (SBM) reforms across diverse countries. It examines how empowering principals and teachers, and strengthening parental involvement, affects educational outcomes. The authors review over 20 country experiences, providing insights into the effectiveness of SBM in various contexts. * Discover the key factors for successful SBM implementation. * Understand the impact of SBM on student achievement and attendance. * Learn how to design effective education projects with decentralized authority. This insightful analysis is for education officials, policymakers, and researchers seeking evidence-based strategies for improving school governance and student outcomes.
eBook
Absorptive capacity: A conceptual framework for understanding district central office learning
Globally, school systems are pressed to engage in large-scale school improvement. In the United States and other countries, school district central offices and other local governing agencies often engage with external organizations and individuals to support such educational change efforts. However, initiatives with external partners are not always productive. We draw on the idea of absorptive capacity to present a conceptual framework for understanding when and under what conditions partnerships are likely to foster district learning and support change efforts. We contend that prior knowledge, communication pathways, strategic knowledge leadership, and resources to partner are preconditions for a district central office’s absorptive capacity, and we identify the features of the external partner that likely matter for productive partnering. We argue that the relationship between district absorptive capacity and features of the partner is mediated by the nature of the interactions between district and partner, with likely consequences for organizational learning outcomes. For researchers, this framework serves as a tool for understanding how a district central office can learn from an external partner for educational improvement efforts. For school district leaders and external partners, this framework provides a structure for thinking strategically about when and under what conditions a partnership is likely to be productive.
Journal Article
Operational Dilemmas and Cadre Education and Training at a County Party School in China
Since the 18th National Congress of the Chinese Communist Party in November 2012, the Party school system has been subject to several reforms. How well these reforms have been implemented in lower-level Party schools has received little attention because access is difficult to obtain. We conducted on-site investigations, interviews with cadres and surveys of trainees at a county/district-level Party school in an economically typical city and county. Our findings show that operational dilemmas lead to the perfunctory implementation of policy that is substantively deficient. These operational dilemmas are likely to be found in varying degrees in other county/district Party schools. Our finding that cadre education and training policy is implemented in a pro forma manner suggests that cadres may not be receiving the ideological education and practical training intended for them by the centre.
Journal Article
The limits of the “system of schools” approach: Superintendent perspectives on change efforts in U.S. Catholic school systems
Catholic schooling in the United States is suffering from a persistent enrollment crisis that has triggered the need for system-wide organizational reforms. However, most of the changes that the sector has experienced has taken place in individual schools making decisions about how to operationally sustain their individual school community. In this article, we present findings from a qualitative analysis of 26 superintendents of (arch)diocesan Catholic school systems in order to better understand why there has been an absence of system-level change in the Catholic sector in the U.S. at a time when systems thinking has started to spread throughout other sectors domestically and internationally. We show through the findings presented in this paper that many Catholic school systems in the United States do not sustain system-level change because they rely on a decentralized “system of schools” organizational form that superintendents believe limits the possibility for sector-wide organizational reform. We highlight in this paper the ways superintendents are forced to navigate these organizational and political limitations and suggest what the implications of this limited possibility for system-level change are for the Catholic sector and other similarly organized sectors.
Journal Article