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1.
Markets,inequality, and urban schooling 总被引：1，自引：0，他引：1
Stephen J. Ball 《The Urban Review》1990,22(2):85-99
This paper considers the intellectual and political antecedents of current attempts by the British government to create a market in state education. The implications of market forces for school organization, educational values, teachers' careers and conditions of work, and equality and social justice in the inner city are also explored. It is argued that policies of competition between per capita funded schools are likely to increase the existing inequalities in school provision in England to the disadvantage of children in urban areas. 相似文献
2.
王旭升 《四川教育学院学报》2007,23(12):58-60
我国优质教育资源的缺乏,社会结构的变化以及市场机制的介入是产生义务教育择校问题的主要动因。择校与教育公平的关系,择校形式的合理性,择校费的合法性以及政府、学校和社会之间的关系等问题成为目前争论的焦点,从而引发了针对改革原有公共教育体制的三种不同政策建议。 相似文献
3.
宜兴外国语学校、万石中学、范道中学组建了为期三年的“学校发展共同体”,其目的是实现优质教育资源的充分整合、交流及共享,促进城乡教育的高位均衡发展。三校发挥各自优势,在办学条件、管理策略、队伍建设等方面,积极开展多形式、多渠道、有特色的联动研究,为城乡中小学实现优势互补,均衡发展提供了借鉴。 相似文献
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联合国儿基会"爱生学校"发展规划项目在我国西部地区的实施中,以学生发展为重心,确保儿童享有平等的受教育权和全面参与学校、家庭、文化、社会生活的权利,从校长治校、教师专业发展、弱势群体转变、育人环境改善、课堂教学变革、学校管理嬗变、家校合作推进等方面探索农村学校变革的路径。在改革实践的基础上提出在未来的发展规划实施中进一步做好提高校长学校领导能力,加深大学与中小学的伙伴合作,注重学校变革的可持续发展,加强师生心理健康教育,增强家长对子女教育能力,加快学校软硬件建设等项工作。 相似文献
5.
Neighborhood schools engender the idea that schools can be integral community centers, with learning facilitated by the personal relationships developed among teachers, administrators, students, and parents. Neighborhood schools also have represented stigmatized segregated spaces located in communities with high poverty rates, low high school graduation rates, and little opportunity for social mobility. Drawing from print and online media sources related to the closure and reopening of D.C. Virgo Middle School (Virgo), a racially- and economically-segregated middle school in an urban, southern community, this study uses conceptual content analysis to examine the competing discourses surrounding Virgo. The authors conclude that the public discourse examined herein represents the tension between public schools as stigmatizing beloved spaces. As a stigmatizing space, the school can transfer the stigmatized identity to associated students and personnel. As a beloved space, the school can nurture possibility and hope. 相似文献
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In France, the existence of competition among schools and pupil flight from local public schools is not easily acknowledged because it calls into question established ideals concerning equality of opportunity and social integration through schooling. However, research on schools on the urban periphery shows that these phenomena are now quite common and reveal important changes in the functioning of schools and in perspectives and actual choices of parents. Faced with pupil flight to more prestigious public or private schools, local collèges create ‘good classes’, reinforce security and discipline and try to strengthen links with feeder schools to improve their image among parents. Parents, however, who are in search of guarantees of the existance of a good leaning environnement, have major doubts about the relevant criteria to judge school quality. Moreover, they differ strongly not only in the will to choose but in the ability to do so. The end result of these transformations in attitudes and behaviors is an increase in school segregation that can only be limited if important measures are taken to homogenize public school provision. 相似文献
7.
Kathryn A. Riley 《British Educational Research Journal》2013,39(2):266-286
School leaders in highly disadvantaged urban communities across the globe walk a tightrope, caught between the needs of communities and the requirements of national policies. This article aims to enrich our understanding of the potential of school–community relationships. It examines the policy discourse on urban schools and the practice of community leadership. The policy context is one of UK and international concerns about divisions in society and the rise of political extremism: concerns which, in the UK, have led to a policy focus on community cohesion. The article offers a conceptual framework—a theory of action—as a possible road map for school leaders to manage through this complex and evolving arena of policy and practice. The template— developed through earlier work on urban schools—is underpinned by a focus on trust (as the lubricant to link communities together) and social capital (as a way of harnessing the ‘social energy’ of communities for positive good). The template is tested against the leadership of two school principals in challenging contexts in London and Greater Manchester. The author concludes that there is potential for schools to create space for the voices of the marginalised and disenfranchised to be heard. This analysis will resonate with school leaders serving disadvantaged communities in many international contexts and signals a new departure for leadership. 相似文献
8.
The Baltimore City Public School System (BCPSS) is one of the first urban districts in the country to undertake large-scale high school reform, phasing in small learning communities by opening new high schools and transforming large, comprehensive high schools into small high schools. With support from the Bill & Melinda Gates Foundation, a dozen local foundations, and school reform developers and technical assistance providers, BCPSS opened 18 small high schools between 2002 and 2006. Using data from surveys, administrative records, and site visits, we examine the implementation and outcomes of these reform efforts. Although BCPSS high schools met many obstacles while implementing the reform, including continual leadership turnover and limited resources, students and staff in the small learning communities reported more positive social and academic environments than their counterparts in the district's comprehensive high schools. In addition, students in small, newly created high schools demonstrated positive academic outcomes (e.g., higher test scores, engagement) relative to students in the other schools in the district. 相似文献
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Tonia Durden 《The Urban Review》2008,40(4):403-419
Like the African proverb, ‘It takes a village to raise a child’, many educational researchers charge that it takes a comprehensive
school reform to raise student achievement. With the passing of the No Child Left Behind legislation in 2002, national officials
authorized the Comprehensive School Reform program to support low performing schools as they struggled to improve student
achievement. As a result of this national effort, an increase in implementation of comprehensive school reforms is occurring
in schools serving predominantly diverse student populations in urban areas. Therefore, this article explores the framework
of comprehensive school reforms and challenges stakeholders to do their homework by investigating whether the school reform
allows for the implementation of culturally responsive educational experiences for students. 相似文献
11.
Henry Louis Taylor Jr. Linda McGlynn D. Gavin Luter 《Peabody Journal of Education》2013,88(5):541-563
Where you find distressed neighborhoods, you will also find poorly performing public schools. Yet many contemporary school reform efforts ignore neighborhood-level factors that undeniably impact school performance. The purpose of this study is to use a case study approach with social institutional and urban school reform regime frameworks to demonstrate why school reform and the re-creation and redevelopment of distressed neighborhoods should occur simultaneously. At the same time, researchers will examine the role of higher education in catalyzing partnerships with so-called anchor institutions for the explicit purposes of simultaneously improving neighborhoods and reforming schools. By focusing on a federal Choice neighborhood initiative, the study will not only make the case for connecting school reform and neighborhood development but also present a model that demonstrates how this can happen. The study will also make a strong case for the university's unique role in fostering neo-collaborative structures fit to take on wicked problems of neighborhood distress and urban decline. 相似文献
12.
都匀市中小学生心理健康调查分析 总被引：1，自引：1，他引：0
2006年9月至2007年3月对都匀市城乡11所中小学用《心理健康诊断测验（MHT）量表》进行了心理健康调查。调查结果显示：都匀市中小学生存在一定心理问题倾向的有6．70％,其中学习焦虑最高达55．6％;女生心理健康水平比男生低;重点学校学生比非重点学校学生心理健康要好;初中生最易出现心理健康问题。 相似文献
13.
稳定的教师队伍是学校教育高质量发展的基石。研究采用中西部5省16787位在职教师的调查数据,通过二元logistic回归分析教师选拔方式、学校保留策略对中小学教师留任意愿的影响。研究发现:城乡教师的留任意愿存在显著差异;通过不同选拔方式进入教师队伍的教师留任意愿存在显著差异,且存在城乡异质性;学校保留策略对教师留任意愿均存在显著影响,且城乡样本无显著差异;学校综合办学水平越高,教师留任意愿越强;学历越高,职称越高,年龄越小的教师留任意愿越低。研究建议:城乡地区采取差异化的教师补充方式,县城及以上地区在公开招考教师之余,通过“定向培养”和“代课教师转正”方式扩大高质量教师供给,缓解县城学校大班额现象;乡镇和村屯要以公开招考为主,将招聘符合教师质量要求的代课教师作为重要的补充方式;学校要运用多样的保留策略,增加教师职业发展机会、决策参与程度和行政支持力度,减轻教师工作压力或稳步提高教师薪酬;学校管理者需重点关注新任职、高学历和高职称教师的发展,提高教师留任意愿。 相似文献
14.
《International Journal of Educational Development》2006,26(5):471-482
For long now, the urban child has been considered to be more likely than his/her rural counterpart in being able to realize the dream of fully participating in school. This observation has mainly been attributed to what is commonly known as the “urban advantage”. This “urban advantage” is associated with increased access to facilities such as schools in urban areas. Recent work documenting population health in urban and rural areas has however begun to suggest that some sections of the urban population do not benefit from the “urban advantage”. For example, a child in the slums of Nairobi is more likely to suffer from diarrhea than a child in rural Kenya. In addition, a child from the richest household in the slums is more likely to suffer from diarrhea than a child from the poorest family in rural Kenya. This paper explores patterns of school enrollment comparing urban slum, urban non-slum and rural children. The paper uses data from the Kenya Demographic and Health Survey (KDHS) for 1993, 1998 and 2003. A contrast with school enrollment in Nairobi slums is done using the KDHS-type Nairobi Cross Sectional Slum Survey for 2000. Data from focus group discussions collected in the slums of Nairobi provide the context for discussion. The results suggest that school enrollment is higher in urban non-slum than in urban slum areas, and is higher in slums than in rural areas at younger ages. However, this is only true up to age 9 for females and 11 for males, from which school enrollment for slum children declines and the rate of decline is faster than among their rural counterparts. The corresponding ages at which the enrollment among the rural children begins to visibly decline are 13 years for males and 14 years for females. Factors contributing to these results point to the poor quality of primary schools in slums, limited access to secondary school for slum children, increased vulnerability to coercion into sexual activity and other ills that hinder school participation, disabling environment at home and increased child labor. 相似文献
15.
Market theory positions the consumer as a rational choice actor, making informed schooling choices on the basis of ‘hard’ evidence of relative school effectiveness. Yet there are concerns that parents simply choose schools based on socio-demographic characteristics, thus leading to greater social segregation and undercutting the potential of choice to drive quality improvements. In this paper, we explore segregation by examining catchment areas for a range of public high schools in a specific middle-class urban area. We focus on socio-demographic characteristics, including levels of income, country of birth and religion affiliation, in order to explore residential segregation according to public high school catchment areas. Our data suggest distinct residential segregation between catchment areas for each public school within our data-set, particularly for the schools deemed to be popular and rejected, that may pose risks for broader equity concerns. We argue that, in contrast to market theory, even more affluent and active choosers are not equipped with information on the programmatic quality of their different school options, but instead may be relying on socio-demographic characteristics of schools – through surrogate information about the urban spaces that the schools occupy – in order to choose peer groups, if not programmes, for their children. 相似文献
16.
Glenn Jacobs 《The Urban Review》1993,25(3):175-198
While privatization is not new on the American scene, privatized management of a complete urban public school system is. This article takes an in-depth look at the first such instance in Chelsea, Massachusetts. The city's history and that of its schools are examined to determine the context for privatization and its implications for citizen participation. It is seen that this context contains the ingredients of intergroup responses to loss of dominance and urban decline. From this standpoint, the coming of Boston University and the resistance offered by Chelsea's Latinos to the takeover of the schools is examined. Finally, the implications of this case for minority politics and educational reform are analyzed. 相似文献
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目前,不论是城市还是农村的学校都在进行改进活动。然而,学校改进活动如何开展才能取得成效,却是人们不断思考与探索的问题。其实,学校改进涉及到几个关键性的问题——学校改进应由谁来改进?学校改进什么?怎样改进?如何保障改进?只要这些问题解决了,学校改进也必然会取得预期的成效。 相似文献
19.
Using national data from the 2007–08 School and Staffing Survey, we compared the relationships between parental involvement and school outcomes related to adequate yearly progress (AYP) in urban, suburban, and rural schools. Parent-initiated parental involvement demonstrated significantly positive relationships with both making AYP and staying off the category of schools in need of mandatory improvement across urban, suburban, and rural schools, whereas school-initiated parental involvement demonstrated significantly negative relationships with both outcomes across urban and suburban schools. We tested school website as a way of communication with parents. Frequency of updates of school website was significantly positive across both outcomes but for urban schools only. We also tested school support for involvement of parents with limited English proficiency (LEP). Provision of translators to parents with LEP was not statistically significant. Provision of translated materials to parents with LEP was significantly positive only on making AYP only for urban schools. 相似文献
20.
学校德育变革是整个教育变革进程中难度最大、最复杂的部分,它的每个环节都深受社会变革和各种社会因素的影响。社会道德是影响学校德育变革进程最重要的社会因素之一,不良社会道德是制约学校德育变革的最大阻力。社会道德对学生的影响主要通过宏观文化环境和人际交往起作用。儿童节目中的敏感内容、负面教育新闻等媒体文化,公众对社会信任、社... 相似文献