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This paper argues that those seekingequity-focused educational reform have much tolearn from social movements and grassrootspolitical organizing. We explore how theknowledge, skills, strategies, and passionatenarratives emanating from suchnon-institutional change efforts can shed light onthe difficulty of equity-focused educationreform and provide equity reformers with anexpanded repertoire of change strategies. Wepursue our analysis using an ``exemplary' caseof reform at Wilson High School. The case datawere collected as part of a four-year study documenting the college preparation experienceof students of color in diverse, comprehensivehigh schools. We conclude that the logic andstrategies employed in social and politicalmovements – in contrast to those found inorganizational change models – are more likelyto expose, challenge, and if successful,disrupt the prevailing norms and politics ofschooling inequality that frustrateequity-focused reforms. Without attention tothese dynamics, such reforms are abandonedentirely or implemented in ways that actuallyreplicate (perhaps in a different guise) thestratified status quo. We also conclude thatthose of us whose research focuses on equityreforms would be well advised to use social andpolitical movements as lenses to more clearlyview the course of these much advocated, butseldom achieved efforts. 相似文献
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Christel Adick Jeannie Oakes Robert A. White Ekkehard Eichberg W. D. Halls James Lynch Hans Scheuerl Torsten Husén Josef Müller George Psacharopoulos Joseph Zajda C. E. Beeby Tjeerd Plomp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(4):485-508
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Four experiments assessed visual short-term memory capacity in 4- to 13-month-old infants by comparing their looking to changing and nonchanging stimulus streams presented side by side. In each stream, 1 to 6 colored squares repeatedly appeared and disappeared. In changing streams, the color of a different randomly chosen square changed each time the display reappeared; the colors remained the same in nonchanging streams. Infants should look longer at changing streams, but only if they can remember the colors of the squares. The youngest infants preferred changing streams only when the displays contained one object, whereas older infants preferred changing streams when the displays contained up to 4 objects. Thus, visual short-term memory capacity increases significantly across the first year of life. 相似文献
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This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior. 相似文献
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Education as Service: The Understanding of University Experience Through the Service Logic 总被引：1，自引：1，他引：0
With the marketization of UK higher education, this paper develops a framework from services marketing that can assist universities in understanding what market orientation means and how students would value their offerings. Our study shows that the core service in a university experience is a learning experience that is cocreated and that the value is emergent, unstructured, interactive, uncertain, with a hedonic dimension. Our paper modifies the gap model of service quality to show that an ideological gap exists that may also impede the quality of the university experience. We propose that a one-sided expectation by students leads to student consumerism and disengagement. Paradoxically, we show that a true student-orientated marketing puts the university ideology at the center of marketing efforts and that marketing may well be an effective tool to communicate such ideologies. 相似文献
47.
This study evaluated the interactive effects of endogenous and exogenous influences on infants' attention allocation by assessing the role of target familiarity on distraction latency during object exploration. In Experiment 1 (N = 54), infants' distraction latencies as they investigated both familiar toys (ones they previously had seen in a familiarization procedure) and novel toys (ones they had not seen in the familiarization procedure) were assessed longitudinally at 6.5 and 9 months of age. In Experiment 2 (N = 32), infants' distraction latencies were assessed at either 6.5 or 10 months as they investigated either familiar or novel targets. In both experiments, older infants, but not younger infants, exhibited longer latencies as they investigated novel toys as compared with their latencies as they investigated familiar toys. These results are discussed in terms of developmental changes in the interactive effects of endogenous and exogenous factors controlling attention allocation. 相似文献
48.
Jeannie R. Annan Anne Paulyn Amuge Sr. Teddy Angwaro 《International journal for the advancement of counseling》2003,25(4):235-245
This paper describes the way that counselors in northern Uganda are working to promote healing and build peace in a region plagued by war since 1986. In this area where the entire community is affected by the armed conflict, the counselors work as part of a community program. This paper attempts to describe (1) the background and nature of the northern Uganda conflict, (2) how counseling was established as part of a network of community helpers, (3) the complexity of counseling in the context of conflict, (4) how counseling is contributing to building long-term peace in the area, and (5) the challenges faced by counselors and their implications for others working in areas of armed conflict. 相似文献
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Complexity of parental reasoning about child development was studied in mothers who varied in ethnic background and biculturalism. Middle-class mothers from Mexican-American and Anglo-American backgrounds were compared on their level of concepts of development on a scale from categorical to perspectivistic reasoning. Categorical mothers interpreted child development as being caused by single constitutional or environmental factors. Perspectivistic mothers interpreted development as the result of the dynamic interplay between constitution and environment over time and accepted that the same developmental outcome could have multiple determinants. In a comparison among moderately acculturated Mexican-Americans, highly acculturated Mexican Americans, and Anglo Americans, the highly acculturated Mexican-American group scored as more perspectivistic than the other two groups, despite the fact that the Anglo-Americans were the most acculturated. When the 2 Mexican-American groups were subdivided into monocultural (Mexican or American) and bicultural subgroups and compared with the Anglo-American group, the bicultural subgroup of the highly acculturated Mexican-American mothers was the most perspectivistic. These results suggest a complex picture of diversity in Mexican-American mothers who retain values and beliefs from their own culture, as well as taking on values and beliefs of the American culture. Maternal intelligence and adherence to traditional cultural values were not found to correlate significantly with level of developmental reasoning. 相似文献
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