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1.
The American experiment with charter schools advanced on dual impulses of increasing opportunities for disadvantaged students and unleashing market competition. While critics see these independently managed schools as a form of privatisation, proponents contend that they are public schools because of funding and accountability arrangements and potential benefits, and believe that the economic logic around these schools will produce equitable educational opportunities. This analysis considers how charters are or are not instances of privatisation in education, showing that the marketised environment they are intended to nurture serves as a route for profit-seeking strategies. In reviewing the research on charter school organisational behaviour and outcomes in marketised environments, I find evidence of de facto privatisation in function if not in form. As charter schools often act like profit-seeking entities, but fail to achieve expected academic and equity outcomes, the concluding discussion considers how these schools are placed between conflicting goals, and serve as entry points for private organisations seeking to penetrate the publicly funded education sector. I conclude that perhaps their most important role is in serving as a vehicle for privatising public policy—diminishing the public while enhancing the position and influence of private interests and organisations in education policymaking.  相似文献   

2.
Abstract

This paper examines the current state of law and policy in relation to US transgender youth and their lived experiences. We approach this from different disciplinary backgrounds, identities, and ways of writing terms related to gender identity. We begin with an examination of the current legal climate in the USA and explore how students have pushed back against gender and sexuality norms even in a restrictive climate. Some transformations are already happening in public schools and some backlash, too, is being felt. Laws and policies in some locations are encouraging students, teachers, school leaders and community members to collaborate in making schools more educationally concerned about trans student success and teaching the school community about gender diversity. In shifting among scales and experiences of youth thinking and working on gender, we aim to emphasise youth agency and outline young people’s frustrations at the obstacles related to trans, gender dissidence and sexuality. In conclusion, we point to changes that can be made in schools to help professionals understand how policy and curricular innovation can bolster the openings that trans, gender creative and gender non-binary youth are already creating, whether or not those opportunities are officially recognised.  相似文献   

3.
ABSTRACT

This article, based on a deep ethnography in schools located in a disadvantaged multicultural context in Geneva (Switzerland), questions the way in which the local school system and teachers comprehend the cultural diversity of students and their parents. Oscillating between recognition and assimilation, teachers publicly adhere to discourses that emphasise cultural diversity, while limiting its expression, especially when a student encounters school difficulties. Teachers’ meetings with parents are significantly influenced by the majority perspective, leaving the parents with little place to express their own needs. Nonetheless, within the conversation, some parents are able to assert practices that differ from those promoted by the host society. Ultimately, it seems that, in the absence of a multicultural position, teachers are limited to adopting hybrid practices that create unease and are evidence of limited understanding of multiculturality.  相似文献   

4.
Abstract

School-within-a-school programs are an alternative school choice that can provide differentiated learning opportunities for academically gifted students, but they are often politically contentious. In a recent study, we interviewed 530 students and teachers in gifted and regular streams in three publicly funded secondary schools with different approaches to high-ability school-within-a-school programs: gifted, International Baccalaureate, and science-focused. Although teachers and students across conditions expressed strong satisfaction with the academic challenges provided by the special programs, they also expressed serious concerns about the relationship between these programs and the larger schools within which they are housed. Taking into consideration concerns about gifted education usurping resources from more urgent educational and societal goals, we discuss policy implications of our findings, considering ways to “allow idiosyncratic learners to thrive” (in the words of a teacher interviewed in this study), while minimizing misconceptions, prejudices, and perceptions of elitism.  相似文献   

5.

The essays in this volume mark a watershed in the study of urban public education in the United States. By virtue of their intellectual breadth and substantive concern for the welfare of city schools and students, these papers forecast an integration of political and organizational analysis of education in the big cities ‐connecting the structures and processes of policy‐making with the structures and processes that comprise the everyday lives of school administrators, teachers and students. These essays derive their theoretical and practical import from their ultimate focus on how city schools work and on the experiences that their students have in schools and classrooms. This focus on consequences for schooling as it is experienced in the city school marks a significant departure for students of urban school politics and policy in the US.  相似文献   

6.
In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.  相似文献   

7.
Under new school-choice policies, schools feel increasing pressure to market their schools to parents and students. I examine how school leaders in New Orleans used different marketing strategies based on their positions in the market hierarchy and the ways in which they used formal and informal processes to recruit students. This study relied on qualitative interviews, observations of board meetings, and board-meeting minutes from a random sample of 30 schools in New Orleans. Findings indicate that marketing was a very common strategy. Yet even though choice policies were meant to give parents, not schools, power in selecting where their children attend school, some schools found ways to avoid enrolling disadvantaged students, often by not marketing. Faced with the pressure of accountability and charter renewal, these schools traded greater funding for potentially greater averages in student achievement. At the same time, some schools that were oversubscribed invested in marketing and recruitment anyway to draw less affluent parents to the school, who might not be aware of the open application and enrollment process. I discuss the implications of these marketing strategies.  相似文献   

8.
ABSTRACT

This article explores how a school’s decision to become co-operative affects its engagement relationships with students and parents. The findings stem from a wider study exploring approaches to engagement in a recently converted co-operative academy, a large secondary school in a northern English city. The article surfaces the possibilities and tensions that occur as the school seeks to reposition itself in the English education marketplace, with a co-operative model that explicitly sets out to promote mutualisation, not privatisation; ‘we’ rather than ‘me’. The process of becoming co-operative is examined by exploring the underlying purposes of the school’s engagement with students and parents and the relationships that emerge as a result. The study surfaces the issues faced as a co-operative school seeks to enact thicker, ‘collective forms’ of democratic engagement against a backdrop of English education policy based on individualistic notions of democracy as freedom of choice. The findings point to the need for a different policy understanding of school engagement, an understanding that suggests engagement is about the process of developing more equitable, collaborative relationships with stakeholders and rests on the repositioning of students, parents and community members – from ‘choosers’ and ‘consumers’ to a collective public in education.  相似文献   

9.
Abstract

Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need.  相似文献   

10.
Abstract

This paper is a discussion of the difficulties individuals who have disabilities face when they leave US federally funded public school programs. Exemplary programs from several sources outside public education are described as models for collaboration. Suggestions are provided for ways in which special education programs in the public schools can promote adherence to the Americans with Disabilities Act for their students in the transition from school to post‐secondary school and work. Other programs are highlighted that provide supportive practices that are viewed as necessary to meet the needs of students in schools and in preparation for post‐school life.  相似文献   

11.
ABSTRACT

Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers’ and study counsellors’ perceptions of students’ self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls’ low self-belief and high achievement expectations affected their academic performance, while boys’ insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students’ self-belief and for teacher education are discussed.  相似文献   

12.

In the United States and a number of nations, one of the most powerful dynamics of educational 'reform' involves the movement toward home schooling. The national media have spoken glowingly about it and the number of children being schooled at home is growing rapidly. In large part, this is stimulated by the circulation of anti-statist discourses and by the continuation and expansion of claims about school failure. In these accounts, the sources of educational problems are multiple: teacher education institutions produce teachers who are unprepared academically and unskilled in teaching the 'basics'; state funded (public, in the US sense of the word) schools have been taken over by 'progressive' models of teaching that are unworkable; these same schools do not teach 'traditional' cultural and religious knowledge, beliefs, and values; and public schools do not listen to conservative parents and are much too bureaucratic. Supporters of home schooling are usually religious fundamentalists who have increasing power in the USA and elsewhere. They have formed a national coalition and have joined in a tense rightist hegemonic alliance with neo-liberals and neo-conservatives, an alliance that seeks to reconstruct our common-sense about education and about all things social. The article shows how the movement toward home schooling has become more extensive and more dangerous than has usually been thought. In the process, home schooling is situated within the larger conservative and authoritarian populist ideological, religious, and social movements that provide much of its impetus. Connections are suggested with other protectionist impulses and connections are made to the history of and concerns about the growth of activist government. Finally, the article points to how it may actually hurt many other students who are not home schooled.  相似文献   

13.
Charters represent an expansion of public school choice, offering free, publicly funded educational alternatives to traditional public schools. One relatively unexplored research question concerning charter schools asks whether charter schools are more efficient suppliers of educational services than are traditional public schools. The potential relative efficiency advantage of charters vis-a-vis traditional publics is one of the mechanisms that supports the hypotheses that charters could improve performance for their students while using the same or fewer resources, and that the systemic effect of charters could lead to improved outcomes for traditional public students without requiring an increase in education sector resources.  相似文献   

14.
Staffing rural and remote schools is an important policy issue for the public good. This paper examines the private issues it also poses for teachers with families working in these communities, as they seek to reconcile careers with educational choices for children. The paper first considers historical responses to staffing rural and remote schools in Australia, and the emergence of neoliberal policy encouraging marketisation of the education sector. We report on interviews about considerations motivating household mobility with 11 teachers across regional, rural and remote communities in Queensland. Like other middle-class parents, these teachers prioritised their children's educational opportunities over career opportunities. The analysis demonstrates how teachers in rural and remote communities constitute a special group of educational consumers with insider knowledge and unique dilemmas around school choice. Their heightened anxieties around school choice under neoliberal policy are shown to contribute to the public issue of staffing rural and remote schools.  相似文献   

15.
Abstract

The fact that all children must attend school has characterised South Africa over the past two decades. While many schools are struggling to address this challenge, others have made strides and progress in closing the gap between groups. This article recounts how these secondary schools have been able to narrow the achievement gap and sustain their success over time. The three schools described here are all large public schools that serve disadvantaged communities in Mpumalanga, South Africa. Data was collected during meetings with the three schools which consisted of two rounds of focus group and one whole group session. These meetings helped the researcher to gather important information about each school’s characteristics, school change process, school climate, role of the curriculum and instructional practices in promoting learner achievement. While each of the participating schools has unique characteristics, a set of important common practices emerged.  相似文献   

16.
Some private, religious schools that accept vouchers have been accused of discriminating against certain populations of students through their admissions processes. Discriminating against disfavored groups (e.g., racial minorities, LGBT students, students with disabilities, religious minorities) in voucher programs raises both legal and policy concerns that have not been extensively examined in recent research. Employing legal research methods, this article examines state voucher statutes and discusses the potential for voucher programs to discriminate against marginalized groups. We argue that each state has an obligation to ensure that any benefit it creates must be available to all students on a nondiscriminatory basis—including the benefit of a publicly funded voucher for attendance at a private school. As this review of existing voucher statutes will demonstrate, legislators appear to have neglected to construct policies that safeguard student access and ensure that public funds do not support discriminatory practices. Without additional safeguards, states risk providing public money that can be used to promote discriminatory policies and practices.  相似文献   

17.
Abstract

Concerned that public schooling leads to mediocrity rather than meritocracy, many middle-class parents are seeking other options such as private schools, alternative public schools, and charter schools to develop their children's academic, creative, and athletic talents. Based on a mixed method investigation of school choice among parents (N = 1,871) in the two largest cities in the Province of Alberta, this paper examines the logic, values, and concerns that inform parental decision-making and the impact of social class differentiation in the process of selection of elementary schools. Issues surrounding the placement of gifted students in various school options are discussed.  相似文献   

18.
This paper is set against a history of school funding policies in Australia that begins with the first public policy recognition of the disadvantages experienced by government and non-government schools in the 1973 Schools in Australia (Karmel) Report. The paper traces a history of school funding policy linking it with the current backlash against public education and retaliatory backlash constructions of public schools as the new disadvantaged in an increasingly competitive and deregulated school funding policy environment. These backlashes, argued to be against the indiscriminate funding of independent schools policy by several protagonists of public education, are framed in terms equivalent to what Lingard and Douglas (1999) have called ‘recuperative’ politics. From the kind of recuperative statist politics considered in this paper, construing the backlash effects of public and private schools as damaging and unproductive as those emerging from the gender wars in education policy, I propose a move to an Australian school funding arrangement in which all schools, both public and private, are integrated into one deregulated and equally funded sector, as typify diverse school provisions in several OECD polities (Caldwell 2004, FitzGerald 2004).While briefly tracing a school funding policy chronology, this paper also concentrates on the current policy moment in relation to school funding, that signals the end of distinctive public and private education sectors, and in the context of which it argues that private schools should be funded equally to state schools, a trend in evidence since 1996. The focus on the current policy moment entails an abbreviated analysis of the Fitzgerald Report (‘Governments Working Together: A Better Future for All Australians’ 2004), which makes a number of recommendations to the Victorian and other governments in relation to the public funding of all Australian schools1. The paper addresses the impact of this trend especially on the funding of Australian Catholic schools.  相似文献   

19.
ABSTRACT

Faith schools are often perceived as restricting students’ autonomy through inculcating a single religious ideology and compelling participation in collective worship. Based on interviews and focus groups with parents, students and senior staff, this article investigates how England’s one pluralist Jewish secondary school has, in contrast, attempted to accommodate various forms of Jewish practice and facilitate students’ agency to determine their Jewish identities as desired. It reveals that students enjoy opportunities to actively negotiate Judaism, but that their autonomy is not without limits, and issues inherent to pluralism exist in executing an ethos accommodative of diverse, personalized expressions of Jewishness.  相似文献   

20.
Abstract

Public education is becoming increasingly privatized as private philanthropic organizations, such as the Bill & Melinda Gates Foundation, and corporations, such as Pearson, dominate the policy-making process, and more students enroll in publicly funded but privately administered charter schools. The privatization of education results from the dominance of neoliberal ideals promoting market competition, individualism, and standardized testing. In response, we call for replacing neoliberalism with social democratic policies emphasizing community, trust, and democratic deliberation.  相似文献   

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