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1.
Scholars disagree on the extent to which low-fee private schools can adequately supply education to poor children in developing countries. This article contributes to the debate with a qualitative study in the Chinese context where privatization of education intersects with rural-urban migration. Using grounded theory approach, I examine how these schools aid or hinder migrant children’s settlement and integration in the host city. Fieldwork in the country’s interior region reveals that migrant schools are oriented toward meeting the immediate needs of migrant families but at the cost of children’s future prospects. The conclusion discusses implications for equitable urbanization. 相似文献
2.
Educational privatization is rapidly expanding in many urban school districts, altering the social, political, and economic dynamics of educational policy and leadership. Yet many adherents cast privatization primarily as a fiscal or economic alternative to traditional public school management, ignoring these broader alterations. Drawing from a review of the educational privatization literature, as well as an analysis of current privatization reforms, this article offers an original typology of educational privatization and applies the typology to the reforms underway in New York City. It concludes with a discussion of the implications of this typology and privatization reforms for educational leadership practice and policy. 相似文献
3.
Alex Molnar 《教育政策杂志》2013,28(5):621-640
This essay reviews the history of school commercialization in the USA and the forms that it has taken over time, with particular attention paid to research measuring the scope and variety of commercialization trends in US public schools. The implications of commercialization activities such as those that promote the consumption of nutritionally deficient foods and beverages are explored. The argument is made that the values inherent in the consumerist ideology used to support school privatization conflict with the democratic values on which public education has been historically based. Edison Schools is discussed as a model of the for‐profit management of public schools and emerging forms of school commercialization are considered. Finally, the role of free trade agreements in promoting school commercialism and privatization is described. 相似文献
4.
ABSTRACT To date, there is a paucity of research that examines differences between charter schools that operate in suburban and nonsuburban contexts. This article examines whether students in suburban charter schools perform better or worse than their counterparts in traditional public schools or students in urban charter schools. Boasting the largest and most diverse charter school population in the United States, California offers a fertile urban-suburban context for the study of geographically differentiated charter school impacts and, thus, serves as the focus of our study. The student achievement data (2009–2010, 2010–2011 and 2011–2012 school years) for this study come from the California Department of Education. Using propensity score matching and virtual control records, our findings show that suburban charter schools do not improve academic achievement relative to the matched comparison group of traditional public schools. Suburban charter schools (namely, charters in high-income areas) are largely ineffective and appear to leave their students’ achievement unchanged or diminished. This study adds to the existing literature by examining the effects of charter schools on the neighborhoods in which they operate. Methodologically, another important contribution of this study is that it supplements traditional selection criteria for suburban charters (NCES classification) with census-based neighborhood factors. Finally, this study provides evidence of the broader implications of school choice policies in a suburban setting. 相似文献
5.
Rebecca Lowenhaupt 《Peabody Journal of Education》2016,91(3):348-365
Recent immigration patterns have led to widespread growth in school enrollments of Spanish-speakers in nontraditional immigrant destinations in many parts of the United States. This paper explores the ways in which suburban school districts respond to this demographic shift, with a focus on how schooling impacts the acculturation experiences of immigrants to this particular context. Drawing on a statewide survey of administrators and teachers in schools serving Wisconsin's New Latino Diaspora, results from suburban schools are analyzed in comparison to urban and rural contexts. In this paper, I explore the ways in which suburban schools in the study were more likely to structure integration than schools in rural or urban locales. At the same time, these contexts were less likely to provide asset-based supports for Spanish-speakers, particularly those no longer designated as “beginner” English learners. These findings suggest that the opportunity to foster additive acculturation was limited, as many schools espoused a “sink or swim” approach in the context of scarce resources. Given the ongoing growth of immigrant communities in new suburban destinations, the paper ends with implications for future research and practice. 相似文献
6.
This study estimates the individual and combined effects of selected family, student and school characteristics on the academic achievement of poor, urban primary-school students in the Turkish context. Participants of the study consisted of 719 sixth, seventh, and eighth grade primary-school students from 23 schools in inner and outer city squatter settlements. The findings indicated that the set of variables comprising student characteristics, including well-being at school, scholastic activities and support, explained the largest amount of variance in academic achievement among the urban poor. Although the effect sizes are small, family background characteristics and school quality indicators were also found to be significantly related to academic achievement. The implications of this study for improving primary schools in urban poor neighborhoods are discussed. 相似文献
7.
How do informal learning organizations work with schools as part of a broader educational ecology? We examined this question through a comparative case study of two collaborative efforts whereby informal arts education organizations, a children’s museum and a community-based organization, worked with an urban school district to redefine the provision of educational services for children and youth. Grounded conceptually in organizational theory, our study identified factors that enable and constrain collaboration across the formal-informal divide. We argue that examining the dynamics of cross-sector collaboration as occurring within a regional ecology of diverse learning organizations and broader institutional context provides insights into the outcomes of joint work. Our findings have implications for designing collaborations between schools and informal organizations that contribute to their respective strength, as well as the broader regional educational ecology in which they reside. 相似文献
8.
Norman Richardson Ulrike Niens Alison Mawhinney Yuko Chiba 《British Journal of Religious Education》2013,35(3):236-250
A recent research study has examined the role and effectiveness of conscience clauses as a means of protecting the freedom of religion and belief of members of minority faith communities in relation to the teaching of religious education (RE) in schools. While the specific context for this study related to young people from such communities in Northern Ireland, its implications have wider application to other national contexts. In this article, the principal focus is on the significance of the study for the content of, and approach to, RE in schools. 相似文献
9.
《Exceptionality》2013,21(2):77-95
This research examined the relation of school-level changes in the reading performance of students in general and in special education to school environmental variables associated with effective schools reforms in 56 Southern California schools. Applying a joint production model of outcomes, we predicted that school-level general and special education performance change related inversely to one another and differentially to effective environ- mental characteristics. Results showed inverse relations between changes in general and special education students' performance in sample schools. Inconsistent and differential relations between environmental characteristics associated with effective schools and the performance changes of the two groups of students were also evidenced. The implications of these findings for the educational opportunities of students with mild disabilities in the context of contemporary general and special education reforms are discussed. 相似文献
10.
Ka Ho Mok 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):547-567
In the post-Mao era, the reformers have taken significant steps to privatize social policy and social welfare. Revamping the social security system and commodifying social services have become more prominent since the mid-eighties. Despite the post-Mao leaders' discomfort about the term "privatization", signs of state withdrawal from the provision of social policy and welfare are clear. The author argues that the emergence of private educational institutions indicates that China's educational development has gone through a similar process of privatization or quasi-marketization though the Chinese experience is different from that of Western counterparts. Specifically, this paper tries to examine how the flourishing market economy and the policy of decentralization have affected the development of China's higher education. No longer solely relying on public schools, private and minban (people run) educational institutions are becoming more popular in the new socialist market system. This paper attempts to examine how privatization and quasi- marketization have affected educational development in mainland China. The paper concludes with a discussion of the policy implications of the privatization of education in China. 相似文献
11.
《International Journal of Educational Development》2000,20(2):93-107
Recent education reform in many countries has sought to dismantle centralized educational bureaucracies to create systems that emphasize parental choice and competition between schools, thereby creating quasi-markets in educational services. In addition to this widespread marketization of public education systems, publicly financed and provided education services have been privatized. In this paper, marketization and privatization policies are compared, and initial research evidence on the impact of marketization and privatization in England, the USA, Australia and New Zealand is examined in the light of the claims about diversity of provision, efficiency, effectiveness and equity. Also considered in the significance of attempts currently underway in the UK and elsewhere to temper the emphasis on consumer rights within policies of marketization and privatization with a renewed concern for the citizen rights traditionally associated with social-democratic approaches to education policy. 相似文献
12.
This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest wide variation in how the program was implemented in terms of fidelity, dosage, quality, program reach, and adaptation, with contextual school factors—namely, principal and school characteristics—that help to explain this variation. In addition, the findings indicate that these contextual factors had a significant influence on how the school district implemented the student advisory committees. The authors discuss the implications for program implementation in the context of urban school districts and for school psychologists. 相似文献
13.
ABSTRACTThe Teacher Rotation Policy (TRP) is a recent teacher policy developed in the context of China. TRP seeks to close China’s teacher quality disparities through rotating ‘high-quality’ urban schoolteachers to teach in hard-to-staff rural schools for a period of time. This qualitative case study examined how five policy actors carried out TRP in one rural county from 2012 to 2015. Guided by a sensemaking perspective, the study generated interview and observational data over three months of ethnographic fieldwork in 2016. The analysis of the data revealed high administrative expenses as well as unintended consequences of rotating teachers across schools. Three sensemaking strategies, namely using argumentation techniques, tailoring policy incentives, and leveraging cultural logics have emerged from the participants’ efforts at enacting this policy. These research findings suggest implications for the efficacy and effects of teacher rotation for equalising teacher workforce in China and internationally. 相似文献
14.
Organizational rhetoric in the prospectuses of elite private schools: unpacking strategies of persuasion 总被引：1，自引：0，他引：1
The way in which private schools use rhetoric in their communications offers important insights into how these organizational sites persuade audiences and leverage marketplace advantage in the context of contemporary educational platforms. Through systemic analysis of rhetorical strategies employed in 65 ‘elite’ school prospectuses in Australia, this paper contributes to understandings of the ways schools’ communications draw on broader cultural politics in order to shape meanings and interactions among organizational actors. We identify six strategies consistently used by schools to this end: identification, juxtapositioning, bolstering or self-promotion, partial reporting, self-expansion, and reframing or reversal. We argue that, in the context of marketization and privatization discourses in twenty-first-century western education, these strategies attempt to subvert potentially threatening discourses, in the process actively reproducing broader economic and social privilege and inequalities. 相似文献
15.
《Journal of Education for Students Placed at Risk》2013,18(2):147-169
Student mobility is a topic that frequently surfaces in discussions about the problems of urban schooling. Surprisingly, it tends to fade from the agenda as discussion turns toward reform initiatives and school restructuring. Student movement, however, penetrates the essential activity of schools--the interaction of teachers and students around learning. Using data from Chicago public elementary schools, I first describe the extent of urban school instability. Many schools, in fact, do not have a stable cohort of students whose progress they can track over time. Second, I explore the causes of this high level of instability, connected both to residential mobility and to more school-related reasons. Distinctive patterns emerge that reveal clusters of schools that are closely tied by the students they exchange from year to year. Third, given this context, I examine the impact of mobility on students, schools, and urban education more generally. Recent school reform efforts that center on promoting greater local school autonomy implicitly assume that students will attend a specific school consistently enough that the school can "make a difference" in their achievement. In the unstable urban context, however, even improving schools lose their accomplishments as students transfer, and mobile students forfeit the benefit of continuity of school services. Thus, not only does mobility impact individual students who are changing schools, it has deep (though often hidden) consequences for the schools these students attend and for the systemic changes intended by local school reform. 相似文献
16.
Dympna Devine 《International Studies in Sociology of Education》2013,23(1):49-70
Abstract Much of the research in the area of ethnicity and schooling is conducted in countries with a long tradition of immigration. The rapidity of social change in Ireland at a time of unprecedented economic growth is such that many schools, while still ‘mainly white’, are grappling with the particular challenges that are posed by new patterns of immigration. How these schools, and indeed the state, adapts to this changed social context has important implications for the transition of Irish society to a more multicultural state, which values and respects cultural and ethnic diversity in all its forms. This article considers these issues by exploring the responses of a sample of teachers to immigrant students in their schools. Central to the analysis is the role of the state through its action or inaction, in framing teacher discourses in inclusionary or exclusionary terms. State policies, it is argued, are underpinned by a particular conceptualisation of Irish and national identity which positions minority ethnic groups as ‘other’, with direct implications for both teacher perception and practice with immigrant students in schools. 相似文献
17.
Jedaiah Joel Lumagbas Wally Smith Esther Care Claire Scoular 《Technology, Pedagogy and Education》2019,28(1):73-89
Many developing countries are investing in large-scale initiatives to deploy information and communications technology in schools. However, merely equipping schools with hardware and software does not guarantee that the technology is used effectively to improve learning outcomes. This study aims to identify factors that influence the use of technology in schools in a developing-country context. It investigates this through a multiple-case study of the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public schools for student use. Focusing specifically on the impact at a whole-school level, the study revealed factors affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more general factors identified in the literature. The study also brings to light tablet-specific benefits and issues in this context. These results have implications for the effective school-level implementation of technology programmes in developing countries. Recommendations that proceed from these are presented for policy-makers and school administrators looking to use these devices in schools. 相似文献
18.
James Sebastian Haigen Huang Elaine Allensworth 《School Effectiveness & School Improvement》2017,28(3):463-488
Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the context of high schools and compare findings to research in elementary schools. Using survey and administrative data from high schools in a large urban context, the paper explores direct and indirect pathways from leadership to student achievement growth. The results indicate that there are 2 pathways through which principal leadership is related to student learning in high schools. One pathway is mediated by teacher leadership, whereas the second pathway does not include teacher leadership. We find that similar to elementary schools, the learning climate is the only organizational factor that links principal and teacher leadership with student achievement. 相似文献
19.
Mavis Sanders 《School Effectiveness & School Improvement》2016,27(2):157-177
Full-service community schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson’s (2009) research-based model of highly effective community schools (HECS), the effectiveness of full-service community schools depends on 3 interrelated components: leadership, partnerships, and organizational development. This qualitative case study uses the HECS model to examine different levels of effectiveness among 3 full-service community schools in an urban district in the eastern United States. The article concludes with a discussion of the implications of Richardson’s model for practice and research. 相似文献
20.
Eric M. David 《The Urban Review》1994,26(4):243-255
Perched on the Mason-Dixon line, Baltimore ignored calls for resistance from its southern neighbors by becoming one of the
first cities in the country to comply withBrown. By the beginning of the 1955 school year, leaders had implemented a desegregation plan, and Baltimore was being applauded
for the early and peaceful integration of its public schools.
Within a few years, however, the praise faded as it became clear that Baltimore still suffered from de facto segregation.
Faced with this reality, the school board refused to take the steps necessary to remedy the problem, instead shifting the
blame to society at large. This failure by the board started a pattern of abandonment by school leadership that culminated
in 1991 with the privatization of several of Baltimore's public schools. The result of this abandonment is a crippled school
system that still has not dealt with issues of race and equality. 相似文献