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1.
Unlike previous school finance policies, California’s new Local Control Funding Formula (LCFF) has the potential to more equitably distribute funding to public schools. Having only recently been implemented, the impact of this policy is still under examination. However, emerging research points to the shortcomings of the policy, including the lack of explicit focus on English learners (EL). Many of the limitations of the LCFF can be attributed to the lack of spending accountability and specific measurable outcomes in the Local Control Accountability Plan (LCAP). This article discusses remedies and recommendations for increased attention and accountability for EL students in future implementations of the LCFF and LCAP. 相似文献
2.
Policy responses to disparities in education have proven to be largely inadequate in reducing persistent differences in academic outcomes, commonly referred to as the achievement gap. In this article, we identify some of the ways in which the fragmented nature of public policy generally, and education policy specifically, has contributed to the problem. We draw upon research from a variety of disciplines to argue that the most effective way to address the broad array of social and economic conditions impacting low-income children and their families is through the adoption of an ecological approach, similar to those used in public health. In order for education policies to promote equity in academic outcomes, they must explicitly address the ways in which race, class, language, and culture, as well as implementation processes, reproduce and reinforce disparities in academic achievement. We propose a new, comprehensive framework for equity-based education policy that makes it possible to respond to the social and economic factors that impact, and often undermine, efforts to improve academic outcomes. An analysis of California’s Local Control Funding Formula (LCFF) and interviews with senior county leaders allows the authors to draw connections to the new policy framework, generating recommendations for strengthening education policies like LCFF. 相似文献
3.
ABSTRACTContrary to educational policy and research assumptions about an immanent ‘twenty-first century’ future, this article uses the concept of ‘sociotechnical imaginaries’ to trace how nonprofit actors in California invented and materialized distinctive visions of educational progress. Drawing on interview and ethnographic fieldnote data, I illustrate two contrasting sociotechnical visions: A Silicon Valley vision that aimed to reduce inequalities in test-based outcomes by disseminating ‘achievement technologies’; and an Oakland vision that aspired to address systemic environmental, economic and educational inequities using ‘civic technologies’. The diversity of these futures, and the distinctive kinds of digital technologies that co-produced these visions, trouble assumptions about ‘technology’ as an unquestioned good and problematize constructions of the ‘twenty-first century’ as an ostensibly shared, democratic future. I conclude by encouraging educational researchers to clarify a politics of the ‘twenty-first century’ and explore how ‘bounded imaginaries’, like those evident in the Oakland case, offer a potentially fruitful basis for reframing global education technology policies. 相似文献
4.
《Journal of Language, Identity & Education》2013,12(1):29-52
In this article, I trace the complex ways that literacy and language policy are translated into classroom practice through the examination of a single telling case.1 I demonstrate that the role teachers play in the process can best be understood by considering a variety of factors which have been advanced in policy research to explain variations in policy implementation. These include the nature of the local school context, the beliefs and experience of the teacher, and ways in which the teacher might learn from the new policy context. I underscore these claims with empirical data related to a teacher's role in the enactment of Proposition 227-the California initiative designed to end bilingual education. The article presents select findings from a 11/2-year-long ethnographic study of a California district that allowed individual schools to develop their own Proposition 227 implementation plans. Through detailed examinations of the classroom literacy practice of a former bilingual teacher, this article illustrates how the individual qualities of a teacher played a significant role in the enactment of literacy practice. 相似文献
5.
In this paper, I engage with arguments put forth by Blue Mahy in his article “A speculative-posthumanist examination of the ‘science-ethics nexus’ in Australian secondary schools.” Mahy argues that by using relational posthumanist concepts as a diffractive lens, his critiques of Australian school science standards find the underlying hegemonies of masculine, Euro-Western ideologies that infuse the stance on ethics in science education. He uses a ‘plug in process’ of posthumanist concepts to generate a ‘speculative fiction’. This is a method used to reclaim ethics and science by creating narratives produced by the diffracted projections of posthumanist concepts. In my own research on science teacher education, I explore Mahy's use of diffraction for both critiquing science curriculum and providing projections for future ethical commitments in school science education. I utilize data from my science methods course which is situated in Central California’s agricultural region at a largely Hispanic-Serving Institution.
相似文献6.
Ann Childs 《Cultural Studies of Science Education》2018,13(2):539-548
This article responds to Yuli Rahmawati and Peter Charles Taylor’s piece and explores my role as a science teacher, science teacher educator and researcher in two contexts, Sierra Leone and Bhutan. In the first part of the article I reflect on my 3 years as a science teacher in Sierra Leone and demonstrate resonances with Yuli’s accounts of culture shock and with her positioning of herself in a third space. I also reflect on the importance of colleagues in helping me reshape my identity as a science teacher in this new context. The second part of the article reflects on much shorter periods of time in Bhutan and my work as a teacher educator and researcher where, unlike Sierra Leone, it was not possible because of the short periods I worked there, to occupy a third space. I close by discussing how in Bhutan, but also Sierra Leone, collaboration with colleagues allowed me to contribute my own expertise, despite my lack of a deep understanding of the cultural context, in a way that was as valuable as possible. I liken this way of collaborative working in my professional life as ‘swimming with the shoal’. 相似文献
7.
Zoë Buck Bracey 《Cultural Studies of Science Education》2018,13(4):925-944
In this article I present a study on learners’ conceptions in cosmology by situating the results in the context of broader historical and sociocultural themes. Participants were community college students in California from non-dominant cultural and linguistic backgrounds finishing their first semester of astronomy. Data were collected through a drawing activity and card sort given during clinical-style interviews. This type of work is typically done from the perspective of conceptual change theory, using drawings to reveal student “misconceptions.” I argue that in analyzing this kind of data, we need to come from the perspective that students are competent, and put their conceptions in context. I begin by presenting traditional frameworks for evaluating and describing learning, all of which rely on an outdated “banking” or “transmission” model of learning that puts an over-emphasis on the performance and attributes of individuals. Not only do these theories provide an incomplete picture of what learning looks like, they create and reify unnecessary divides between “scientific” and “unscientific” that can contribute to student alienation from the world of science. To illustrate this, I present my own results as a window into the logic of learners’ assumptions within a sociocultural context, and suggest ways to support their learning trajectories, rather than figuring out how to unlearn their misconceptions. Through this analysis, I hope to show how taking student conceptions out of sociocultural context can potentially exclude students from non-dominant cultural and linguistic backgrounds from science. 相似文献
8.
Genevieve M. Negrón-Gonzales 《Journal of Latinos & Education》2014,13(1):62-70
This article draws on my experience as an adjunct professor in the Master's program of the Department of Mexican-American Studies at a large public university in California. Seeing my students’ struggles with writing, I conceived of a set of practices of writing mentorship anchored by a series of writing workshops held in Summer 2012. In this article, I document the pedagogy and content of these writing workshops in order to think about the unique struggles and opportunities Chicana/o Master's students face in the writing process and to provide an outline for other instructors interested in developing a practice of writing mentorship. 相似文献
9.
Sue Winton Curtis A. Brewer 《International journal of qualitative studies in education》2014,27(9):1091-1109
In this paper, we demonstrate how history informs how policy meanings are constructed and the rhetorical strategies used to convince others to accept these meanings. We have two goals: (a) to show how a group of non-governmental actors, People for Education, became part of Ontario, Canada’s policy discursive network; and (b) to demonstrate the utility of constructing cultural and microhistories in critical policy analysis. This article is important because it describes resistance from a critical perspective and offers a methodology for producing histories of struggles over meaning-making in educational politics. 相似文献
10.
Magaly Lavadenz Elvira G. Armas Marco A. Murillo Sylvia Jáuregui Hodge 《Peabody Journal of Education》2019,94(2):176-192
This study examined evidence of equity for English Learners-one of the three targeted student groups–in the early implementation of California’s Local Control Funding Formula (LCFF) across data sets from seven studies. We used social justice inquiry methods and data integration analytic approaches that included purposeful sampling of districts’ Local Control and Accountability Plans (LCAPs), and data integration analyses of interviews with education leaders to examine how equity was advanced for English Learners. Our findings reveal that the quest for equity for English Learners is elusive and requires multilevel efforts to reverse the national, state, and local histories of unequal treatment, deficit orientations, socio-political dynamics, and legacies of unequal funding that still permeate many schools. Further advances in equity will require greater systemic coherence that sharpens the focus on educational outcomes for English Learners. California’s most recent policy shifts–including the passage of Proposition 58 and the English Learner Roadmap–show promise of systemic coherence and alignment to an assets-based approach for English Learners in the state and nation, as tangible evidence of equity in services and outcomes are still works in progress. 相似文献
11.
Ben Williamson 《Critical Studies in Education》2018,59(2):218-236
Technology companies are investing billions of dollars in educational technology, but also creating their own alternative schools. This article traces the emergence of four prototypical ‘silicon startup schools’ as exemplars of a technocratic mode of corporatized education reform: IBM’s P-TECH, part of its Smarter Cities program; AltSchool, a chain of schools based on ‘makerspaces’ established by a former Google executive; Kahn Lab School, a new ‘experimental’ school launched by the founder of the online Kahn Academy; and XQ Super School Project, a ‘crowdsourcing’ project to redesign American high schools funded philanthropically by the wife of Steve Jobs of Apple. Startup schools are analysed as prototype educational institutions that originate in the culture, discourse and ideals of Silicon Valley venture capital and startup culture, and that are intended to relocate its practices to the whole social, technical, political and economic infrastructure of schooling. These new schools are being designed as scalable technical platforms; funded by commercial ‘venture philanthropy’ sources; and staffed and managed by executives and engineers from some of Silicon Valley’s most successful startups and web companies. Together, they constitute a powerful shared ‘algorithmic imaginary’ that seeks to ‘disrupt’ public schooling through the technocratic expertise of Silicon Valley venture philanthropists. 相似文献
12.
《International Journal of Research & Method in Education》2013,36(2):153-169
This conceptual article explores the notion of educational researchers operating as public intellectuals. To do this, I situate my analysis within a broader tradition of public intellectual work in the American academy. I also offer a framework for three specific forms of public intellectual work, supported by relevant examples, which can be taken up by educational researchers. I then raise critical issues, concerns, and tensions that complicate such work, and conclude by offering suggestions for better linking educational research to the broader public. Although this article focuses largely on researchers working within the university context, particularly tenure-line faculty, many of its insights are applicable to independent researchers, policy analysts, or others working within the broadly defined field of educational research. 相似文献
13.
Alejandro Gonzalez Ojeda Nancy Frey Douglas Fisher Diane Lapp 《Peabody Journal of Education》2019,94(2):193-208
In 2013, the Local Control Funding Formula (LCFF) was enacted to replace the previous California school finance system. The purpose was to stream various funding sources (e.g., basic revenues, categorical funds, block grants) such that districts could engage in comprehensive planning to support all students. Additional monies designated for English Learners, foster youth, and students living in poverty supplement district funding. We analyzed district Local Control Accountability Plans developed for the 2017–18 school year (n = 50) using qualitative document analysis. Seven coding categories emerged: EL status, personnel, curriculum, instruction, monitoring, counseling, and parent involvement. The second stage of our analysis was in identifying goals, supports, programs, and interventions for English Learners that fell within one of four divisions across two planes. The first is general versus specific, meaning that the approach was intended for all designated groups or for EL students alone. The second plane we used is conventional versus innovative approaches. We saw both conventional and innovative elements across each of the seven categories. Collectively, these findings highlight the strategic ways in which districts are committing to goals and actions in allocating LCFF funding to impact their English Learner populations in meaningful ways. 相似文献
14.
Helen M. Gunter 《Journal of educational administration and history》2008,40(2):161-172
In this article I examine New Labour’s approach to the transformation of education by focusing on Michael Barber’s account of policy delivery, and I show that while historical analysis is relevant to policy processes it is absent in the reality of design. I provide a critical evaluation of knowledge claims underpinning policy in England before I go on to show the importance of history both for and about policy and practice in education, where a specific claim is made for its relevance to futuring and strategising. 相似文献
15.
Ben Williamson 《Learning, Media and Technology》2017,42(4):440-453
ClassDojo is one of the world’s most successful educational technologies, currently used by over 3 million teachers and 35 million children globally. It reinforces and enacts emerging governmental ‘psycho-policies’ around the measurement and modification of children’s social and emotional learning in schools. This article focuses specifically on the ways ClassDojo facilitates psychological surveillance through gamification techniques, its links to new psychological concepts of ‘character development,’ ‘growth mindsets’ and ‘personal qualities,’ and its connections to the psychological techniques of Silicon Valley designers. Methodologically, the research mobilizes network analysis to trace the organizational, technical, governmental and scientific relations that are translated together and encoded in the ClassDojo app. Through its alignment with emerging education psycho-policy agendas around the measurement of non-cognitive learning, ClassDojo is a key technology of ‘fast policy’ that functions as a ‘persuasive technology’ of ‘psycho-compulsion’ to reinforce and reward student behaviours that are aligned with governmental strategies around social-emotional learning. 相似文献
16.
Maida A. Finch 《Peabody Journal of Education》2013,88(5):576-592
This article examines the education policy environment in Tennessee that preceded a comprehensive reform bill enacted to enhance the state's Race to the Top application. Through interviews with key policymakers in Tennessee, I describe how recent reform efforts undertaken at the state level positioned Tennessee as a strong contender for the Race to the Top funding. My analysis is framed by Mazzoni's (1991) conceptualization of precursors to policy innovation, and my findings reframe this theory to include an additional stimulus for major change. In doing so, I renew attention to education policymaking initiated at the state level and offer an expanded explanation for the political context that precipitates innovation. 相似文献
17.
In this second article on the theory of ‘ground rules for talk’ I extend a debate between myself and Professor Neil Mercer over the introduction of ‘ground rules’ into classrooms. I critique ground rules through the use of sociological theory and argue that advocates of the ground rules perspective need to recognise the ideological nature of their theoretical position. In making this article a clear extension of my previous argument I introduce the work of Bernstein and Fairclough to support my new arguments. I use Bernstein's theory of pedagogy as cultural relay and Fairclough's appropriateness model of language variation to critique ‘ground rules perspectives’. In doing so, I draw out the political nature of educational theory and curriculum within the context of a specific socio-economic society. 相似文献
18.
Claudia W. Ruitenberg 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):17-28
In this article, I add a discursive analysis to the discussion about Muslim girls and women's dress in non-Muslim educational contexts. I argue that a law or policy that prohibits the wearing of khimar, burqa, chador, niqab, hijab, or jilbab in the context of public schools is a form of censorship in educational contexts. This sartorial censorship is miseducative in the sense that it impedes the achievement of important educational goals, especially in public education. I consider the public nature of public education and discuss three sets of miseducative effects: First, the examination of discursive processes, including the production of social norms, is limited. Second, the critical uptake of the banned discourse by female Muslim students themselves is foreclosed, and their agency hindered. Third, a metadiscourse arises that translates individual sartorial discursive acts into generalized terms (such as “veils” and “headscarves”) without noticing what is lost in translation. 相似文献
19.
My article argues that the concept of ‘aesthetic learning’ can be helpful for English teachers on two levels. First, it can be a useful identity for English teachers and students to adopt, based upon my own experiences as a secondary English teacher, creative writer and PhD student. Second, I argue that ‘aesthetic learning’ is an effective and productive way of analysing some of the learning processes that happen in the English teacher’s classroom. In order to arrive at these conclusions, I examine my own creative writing, teaching and learning processes from which I extrapolate the notion that we are all ‘aesthetic learners’ in the sense that we learn to appreciate the qualities of the worlds we inhabit, whether these are actual or virtual. Throughout, my own writing, learning and teaching are used to illustrate my argument. In particular, the article seeks to re-position my own teaching in secondary schools within the context of ‘aesthetic learning’. 相似文献
20.
Mordechai Gordon 《Educational Philosophy and Theory》2016,48(6):589-604
Inspired by Camus’ portrayal of Sisyphus, this essay examines the act of teaching as an absurd profession, one that faces numerous obstacles and challenges and continually falls short of its intended goals. I begin my analysis by demonstrating that Camus’ understanding of the absurd was heavily influenced by Nietzsche’s conception of nihilism. I argue that for Camus the sense of absurdity comes from the conflict between humans’ longing for order and meaning and the disorder and meaninglessness that we experience in our daily lives. Next, I show that Camus’ understanding of absurdity can help us make sense of the recent wave of educational reform. More fundamentally, I argue that that the existential conditions of schooling that many teachers have to negotiate daily are themselves absurd in Camus’ sense of the term. In the last part of this article, I take a close look at how a number of teachers are attempting to resist and even rebel against the new educational mandates. 相似文献