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Erika L. Hunt 《Community College Journal of Research & Practice》2013,37(11):863-881
While the strategy of funding both systems provides an incentive for both school districts and community colleges to participate with dual enrollment, the current fiscal environment has drawn attention to the inefficient use of the dual funding structure. This article highlights the results of a case study on Florida's dual enrollment program documenting how over a 20-year period policymakers offered different financial incentives as an inducement to greater participation among districts and community colleges. The article documents how the current state fiscal condition has altered lawmaker's motivations for supporting dual enrollment. It concludes by describing the implications of this on community college participation with dual enrollment. 相似文献
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Kenneth J. Tewel 《The Urban Review》1991,23(4):217-229
It started in New Jersey in 1988 when the state's department of education took over the Jersey City Public Schools. At the time of the Jersey City takeover, the school system was, by all accounts, among the worst in the Garden State. Now takeover legislation is on the books in nine states, and legislation is pending elsewhere. Does handing over the reins—after a lengthy monitoring process—lead to significant improvements in student achievement and school system operation? In short, is takeover an effective means of school reform? This article traces the three-year road leading to state takeover in Jersey City and questions the wisdom of New Jersey's aproach in failing districts. 相似文献
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《Early education and development》2013,24(2):165-172
This article discusses the results of a statewide study of elementary school principals' perceptions of barriers to the establishment of preschool programs in the public school setting. The study was conducted in response to current federal an: state mandates requiring school districts to provide comprehensive services for developmentally delayed and at-risk preschoolers, as well as other preschool populations. A representative sample of principals responded to a comprehensive questionnaire that included principals' knowledge of child development and their attitudes about establishing programs for preschool children in the public school sector. Results indicate that, across the board, elementary principals foresee major barriers to the effective implementation of such federal mandates as Public Law 99–457. Specific barriers are identified and discussed. Implications for practice and policy are presented. 相似文献
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Robert J. Kirschenbaum 《Roeper Review》2013,35(2):117-118
The author describes a special program for gifted and talented high school students that is based on Renzulli's Enrichment Triad Model. In the Seminar I class for freshmen, enrichment activities emphasize training in research and computer skills. Sophomores, juniors, and seniors in the Seminar II class spend more time on Type III projects. 相似文献
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This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development. 相似文献
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义务教育阶段的“择校热”和“就近入学”一直备受争议,民办学校的兴起为择校提供了新选择,也冲击着义务教育的发展格局。民众对优质教育资源的渴求助长了各地招生乱象,严重影响了义务教育的公益性与普惠性。国家全面推行的“公民同招”政策在有力维护教育起点公平,确保良性竞争的同时,也面临着现实困境和深层隐忧:公平起步与均衡依赖的鸿沟、自主择校与政策调剂的分歧、民办与公办学校的分化。平衡两类学校的协同发展,稳步推进政策,不能搞“短平快和一刀切”。需通过优化资源、维护程序公正,加强校际治理,逐步冲破改革阵痛,促使义务教育优质均衡发展,把新政之弊降到最小。 相似文献
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《Critical Studies in Education》2013,54(3):273-285
The launch of the Independent Public Schools (IPS) programme in Western Australia (WA) in 2010 reflects the neoliberal policy discourse of decentralisation and school self-management sweeping across many of the world’s education systems. IPS provides WA state school principals with decision-making authority in a range of areas, including the employment of staff and managing school budgets. Using an analytical toolkit provided by Michel Foucault and Foucauldian scholarship, this article examines how the IPS programme functions as a regime of government and self-government. Data collected from two IPS principals is used to examine the subjective effects of power as it is exercised in the IPS regime. The article finds that the IPS initiative introduces new possibilities for principals to actively participate in practices of self-formation, through which these principals self-steer, exercise their freedom and govern themselves and their schools. It illustrates how governmental mechanisms depend on, harness and shape the autonomy of these principals, and how their individual practices of self-government align with neoliberal governmentalities. 相似文献
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《Peabody Journal of Education》2013,88(3):51-63
For 3 years, a university, a public secondary school, and a manufacturing company have been collaborating in offering an alternative education program to juniors and seniors who are not expected to graduate. The program takes place at the manufacturing site where students who are youth apprentices spend about 20 hr each week in work and another 20 hr in the classroom at the site-all at pay. After 2 successful calendar years in this competency-based program, youth apprentices earn a high school diploma. They are graduating from this program with useful skills, improved behavior, and academic qualifications for higher education. The Youth Apprenticeship (YA) Program meets the manufacturer's demand for skilled high school graduates in a rural area where such candidates are scarce. The program also provides the university with an alternative field site for preparing teachers and conducting research while rendering valuable services in areas of curriculum. Most important, the YA Program adds educational options for the apprentices themselves. The program has been recognized regionally and nationally for its design and effectiveness. 相似文献
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Karen S. Gallagher Dolores A. Stegelin R. J. Pat Gallagher 《Early education and development》1992,3(2):165-172
This article discusses the results of a statewide study of elementary school principals' perceptions of barriers to the establishment of preschool programs in the public school setting. The study was conducted in response to current federal an: state mandates requiring school districts to provide comprehensive services for developmentally delayed and at-risk preschoolers, as well as other preschool populations. A representative sample of principals responded to a comprehensive questionnaire that included principals' knowledge of child development and their attitudes about establishing programs for preschool children in the public school sector. Results indicate that, across the board, elementary principals foresee major barriers to the effective implementation of such federal mandates as Public Law 99-457. Specific barriers are identified and discussed. Implications for practice and policy are presented. 相似文献
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Kathleen Hague Armstrong Oliver T. Massey Michael Boroughs Ralph Bailey Diane LaJoie 《Psychology in the schools》2003,40(5):489-501
The Safe Schools/Healthy Students (SS/HS) Initiative in Pinellas County, FL, emerged as a part of a broader local effort to implement creative educational and mental health programs to support children and families. This initiative focused on capacity building, prevention, and intervention efforts and comprehensive evaluation to address the barriers to learning and enhance healthy development. This article describes Pinellas County's plan, and highlights the instrumental roles played by school psychologists, which included grant writing, program and resource coordination, clinical services, program evaluation, staff training, parent advocacy, and steering committee membership. Promising outcomes and generalization of these findings to other communities is also discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 489–501, 2003. 相似文献
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Dionne Danns 《The Urban Review》2018,50(4):584-603
School desegregation in Chicago was derived from the implementation of the 1964 Civil Rights Act. This article follows the formation of this policy to its implementation in Chicago. First, the federal government used the Civil Rights Act to garner school desegregation. Then, the Chicago Board of Education created desegregation plans for Chicago Public Schools which included school choice options. Finally, the article uses the oral histories of 68 graduates of three Chicago public high schools to demonstrate how the policy was utilized. The entire process reveals the continuation of institutional racism as school desegregation in Chicago was effectively limited as only a few Black and Latino students benefited from school desegregation. 相似文献
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This study compared 248 graduating seniors with 301 beginning juniors at 10 bachelor's-level social work programs in the Northeast concerning their knowledge and attitudes regarding working with substance-abusing clients. Graduating seniors demonstrated modestly higher levels of knowledge and only slightly more positive attitudes toward working with this population. In a multivariate analysis, however, having taken a substance abuse course in college or training in settings outside of school improved students' attitudes in this regard. The students' ethnic/racial identity and personal exposure to substance abuse through family, close friends, or self also had a significant impact on their knowledge and attitudes. 相似文献
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《The Journal of educational research》2012,105(5):314-327
AbstractThis study was an attempt to determine the necessity for adherence to three multiple-choice item construction principles recommended by experts for teacher-made tests. These principles involved the location of the blank in the stem, the use of complete or incomplete sentence stems, and the presence or absence of extraneous (noncueing) material in the stem. Over 480 high school juniors and seniors viewed a film and completed one of six test forms about its content. It was found that the item construction violations had a slight effect on the test results for these high school juniors and seniors. 相似文献
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Eric Lichtenberger M. Allison Witt Doug Franklin 《Community College Journal of Research & Practice》2013,37(11):959-979
The use of dual credit has been expanding rapidly. Dual credit is a college course taken by a high school student for which both college and high school credit is given. Previous studies provided limited quantitative evidence that dual credit/dual enrollment is directly connected to positive student outcomes. In this study, predictive statistics were calculated using the generalized linear mixed model function in SPSS. For the final analysis, a two-level, propensity score weighted, multinomial logistic regression model was developed. Findings of this study are that even after controlling for selection bias, variation across high schools, and several education and socioeconomic status variables, dual credit/dual enrollment was significantly related to increased odds of enrolling at both four-year institutions and community colleges upon high school graduation. The opportunity presented by dual credit expansion and related policy recommendations are explored within the state and federal completion agenda context. 相似文献
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《Educational Philosophy and Theory》2013,45(10):1103-1118
This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education‐2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state‐wide industry‐school partnerships with key global players in the Queensland economy. Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this ‘post‐bureaucratic’ model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self‐governance in Queensland. 相似文献
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本文利用上海财经大学2013年“千村调查”中的4719份农民工数据,实证检验了子女随迁入学对农民工迁移决策的影响。研究发现:子女随迁入学的农民工比未随迁农民工更倾向于流入随迁教育政策友好的省份,即迁移存在显著的“洼地效应”;大部分农民工难以达到随迁子女入学门槛要求的稳定就业,衡量成本收益后更偏好省内迁移,通过举家迁移、省内迁移,来降低生活成本、提高迁移稳定性,形成了迁移的“边界效应”。基于倾向得分匹配法的稳健性检验亦证实了以上结论。要破除随迁子女入学的政策藩篱,须要从随迁子女教育体制和劳动力市场机制双管齐下,打造“低交易成本、高公共服务”的教育洼地。 相似文献
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Mavis G. Sanders Joyce L. Epstein 《Journal of Education for Students Placed at Risk》2013,18(1-2):61-76
The National Network of Partnership Schools was initiated in 1996 to assist schools, districts, and states in developing comprehensive programs of school, family, and community partnership as part of their school improvement efforts. Members of the National Network are provided with tools and strategies to implement partnership activities that promote students' success. These tools and strategies are based on over 15 years of research conducted by Epstein and her colleagues at Johns Hopkins University. Through a discussion of the development of the National Network, this article illustrates how research can be used to inform and improve educational practice in schools, districts, and states. It does so by highlighting the center's research on family and community involvement conducted since 1987 with elementary, middle, and high schools; school districts; and state departments of education across the United States. This research generated the knowledge needed to establish the National Network of Partnership Schools, which presently works with over 1,100 schools, 130 districts, and 12 states to help them develop permanent and productive school, family, and community partnership programs. 相似文献
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Curtis Brewer 《Peabody Journal of Education》2013,88(4):450-463
William Boyd's contributions to the education field's understanding of the political nature of school leadership are formidable. In this article, I describe the growth and development, over a roughly 30-year time span, of his key insight that successful school leaders should have the capabilities of a political strategist and that the actualization of this capacity is related to school leaders’ political and policy context. The perennial question of “who governs education” was central to Boyd's work and his various answers are important touchstones for today's educational leaders. 相似文献