After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needs overwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. It reduces the need for more intensive and costly future remediation by pairing a holistic, multi-tiered system of supports with an intentional focus on overall culture and climate, and promotes systematic coordination and integration of funding and services by identifying gaps and eliminating redundancies to increase the efficient allocation of available resources. This book is an essential resource for mental health and educational stakeholders (i.e., school social workers, therapists, teachers, school administrators, and district-level leaders) who are interested in adopting an unconditional approach to supporting the students within their schools.
One of education's most outspoken voices presents a challenging and entertaining writing on where we should go in American education. Kohn argues in the title essay with those who think that high standards mean joylessness in the classroom.
The difficult mission of a regime change: Toshio Nishi gives an account of how America converted the Japanese mindset from war to peace following World War II.
This book is about inequities in education in Europe. The authors have worked together on an analysis of educational inequalities in Europe, which they draw on through the book: they suggest that the countries of Europe, through the European Union, are beginning to address issues of educational disadvantage on a systematic, continent-wide basis. Because of this policy concern, this book is timely in the way that it addresses social and education inequities on the scale of Europe. This is not simply an account of practices and policies. The authors’ analysis of individual country and European Union policy documents will be of practical and theoretical use to the policy community and the community of practitioners who are concerned with inequities in society, and in education in particular. The authors want to do more than simply add to the literature and theory: they aspire to make an impact on how education can contribute to positively improving the lives of disadvantaged groups. While some suggest that education is doomed to simply reproduce existing social patterns and replicate social inequities, the authors believe that educational policies have the potential to challenge inequalities, and to transform lives.
A CHOICE Outstanding Academic Title 2014! How can teachers transform classroom teaching and learning by making pedagogy more socially and culturally responsive, more relevant to students’ lives, and more collaborative? How can they engage disaffected students in learning and at the same time promote deep understanding though high-quality teaching that goes beyond test preparation? This text for prospective and practicing teachers introduces engaging, innovative pedagogy for putting active and dramatic approaches to learning and teaching into action. Written in an accessible, conversational, and refreshingly honest style by a teacher and professor with over 30 years' experience, it features real examples of preschool, elementary, middle, and high school teachers working in actual classrooms in diverse settings. Their tales explore not only how, but also why, they have changed the way they teach. Photographs and stories of their classroom practice, along with summarizing charts of principles and strategies, both illuminate the critical, cross-curricular, and inquiry-based conceptual framework Edmiston develops and provide rich examples and straightforward guidelines that can support readers as they experiment with using active and dramatic approaches to dialogue, inquiry, building community, planning for exploration, and authentic assessment in their own classrooms.
The central objective of this book is to analyze the characteristics of the social contexts and environments in conflict situations, and the impact that these socializing environments may have on the political learning and emerging citizenship orientations of youngsters. Special attention is given to the socializing environments of Palestinian and Israeli youngsters, drawing on material recently collected in Israel. Ichilov's incisive research uses a multilevel and interdisciplinary approach to argue that political learning is structured within social environments and that there are fundamental differences between the socializing environments in conflict and non-conflict situations.
This highly focused collection of papers, commissioned by the National Urban League, offers a candid and courageous portrait of black education in transition. This is a period, as the editors note in their opening remarks, that is characterized by a huge shift from federal responsibility for minority education to authority and autonomy being lodged at the local government level. Further, many institutions that once worked well, no longer do so. Many ambitious social programs and policies that originally promised much, have been abandoned, have failed, or just faded away. Pivotal to these times and changes is the question of the extent to which the American educational system has been, or still is, capable of being responsive to incorporating and even instigating equity and excellence for black Americans. This volume asks the hard questions: is the educational system geared up for the maintenance of anything other than mainstream values? can it adapt to minority youth requirements? when, why, and how do educational policies of majorities and minorities clash? How are priorities to be established--on the basis of wealth or need? The legal statutes and administrative enforcement of equal educational opportunities are explored in depth and with a deep compassion for all parties involved.
"This book provides a state-of-the-art resource, for an international audience, of the cumulative results of research and to identify the substantive developments which will take the sociological study of educaion into the next century. This encyclopedia presents the full range of paradigms, theoretical points of view, together with many research methodologies." --Cover.
There is power in words. To love words is power. When you put them together for broader meaning that is powerful. When you use them to express and portray LOVE that is the most powerful. Love is one of the strongest forces in existence. Either communicate love or communicate with love. Lives are changed through LOVE. From the Introduction by Omar Simpson This collection of poems are Omar Simpson's creative thoughts. The poems are thought-provoking and critical discussion starters. Key topics discussed are Love, Poverty, Education, the N-word, Fear, Religion and much more.
Human Capital, Trade and Public Policy in Rapidly Growing Economies argues that only two centuries ago, no society had ever enjoyed sustained growth in living standards. The contributors to this book aim to discover why the world today exhibits a predilection for perpetual self-improvement. In particular, the book focuses on the forces underlying long-lasting growth in East Asia's Newly Industrialized Countries (NICs). Drawing from the experiences of Hong Kong, South Korea, Singapore and Taiwan, it questions whether public policy can contribute to removing barriers towards accumulation of wealth, and if so, what development policy should be put in place to remedy the existing distortions or market failure problems.
Does the distribution of income within a country become more equal as it grows richer? This paper uses plausibly exogenous variations in trade-weighted world income and international oil price shocks as instruments for within-country variations in countries' real GDP per capita to examine this issue for a large sample of advanced and developing countries. Our findings indicate that increases in national income have a significant moderating effect on income inequality: a one percent increase in real GDP per capita, on average, reduces the Gini coefficient by around 0.08 percentage points, a result that is robust across income levels, different time horizons, and alternative estimation techniques. From a policy perspective, our results suggest that education policies that promote equity and help individuals continue on to higher levels of education could help reduce income inequality.
Although the progress toward poverty reduction remains sluggish, other dimensions of social welfare in the Latin American and Caribbean (LAC) region show signs of improvement. Adult literacy and school enrollment rates, life expectancy at birth, and the amount of access to safe water are increasing. Nutrition indicators are also improving. However, other factors demonstrate that many problems persist, especially the inequality between rich and poor. This report analyzes the evolution of poverty and inequality in the LAC region from 1986 to 1996 with projections to 1998. It reviews the policies which have been advocated or implemented to reduce poverty. The report combines the results of new empirical work using household surveys from 12 countries, short theoretical developments, and a review of the literature on issues related to poverty, inequality, and social policy in LAC. Some of the theoretical developments introduce new research techniques. Chapters three to six follow the framework proposed in the forthcoming 'World Development Report 2000-2001'. The framework identifies three essential elements for poverty reduction. Those elements include opportunities for the poor and investments in the human capital of the poor, security through social safety nets, and empowerment.
This volume covers basic fields of Sociolinguistics and the Sociology of Language; both macro- and micro-domains are presented in the fields of language teaching, minority languages, and problems of language acquisition as well as practical issues of curricula planning and textbook writing. This book addresses students and scholars in the social sciences as well as public officials in education, language teachers and textbook writers.
"A thorough exploration of the role empathy plays in learning throughout all levels of education and its crucial relationship to motivation, values development and achievement"-- Provided by publisher.
Offering a philosophical perspective to the educational improvement agenda, this engaging text provides a new language for research into educational improvement, bringing leading-edge philosophy to current practice. Drawing on philosophical work, including that of Derrida, Foucault and Heidegger, the authors deconstruct the ethic of improvement before exploring key dimensions of education, its institutions and technologies. Each chapter draws on international case studies, provides engaging questions and makes suggestions for further reading to support the reader. Topics covered include: • The Ethic of Improvement • Teacher Education • Leadership and Management • Lifelong Learning • The Rhetoric of Numbers • The Governance of Childhood • The State of Education Research An essential text for all looking at how we think and talk about education and improvement.