Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ969643 - Using Institutional Structures to Promote Educational Equity: A Tale of Two Schools

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ969643
Title:	Using Institutional Structures to Promote Educational Equity: A Tale of Two Schools
Authors:	Ippolito, John; Schecter, Sandra R.
Descriptors:	Participatory Research; Equal Education; Educational Research; Foreign Countries; Public Schools; Immigrants; Minority Groups; English (Second Language); Student Diversity; Models; Student Needs; Enrichment Activities; Remedial Instruction; Literacy Education; Social Influences; Family Programs; Elementary Schools; Secondary Schools; Urban Schools; Interviews; Observation; Program Effectiveness; Barriers
Source:	Elementary School Journal, v112 n4 p607-626 Jun 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Date:	2012-06-00
Pages:	20
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	This article traces diverging trajectories in a situated, participatory research project in 2 public schools in Ontario. While the project operated within a consistent set of objectives to promote educational equity for immigrant, linguistically diverse students and their families, it generated 2 substantially different models of educational provision at each of the 2 schools: one corresponding to the enrichment approach the project envisioned and the second to a remediation strategy grounded in an institutional discourse of deficit. The problematic we elucidate here is how such diverging outcomes could have been engendered. We begin by describing the conceptual bases for the activist research agenda; we then outline the interventionist, literacy enrichment framework of the project; next, we describe how the project took shape at the 2 research sites; and, finally, our reflective turn at the conclusion of this article represents our best effort to make sense of these contradictory experienced realities. (Contains 2 notes.)
Abstractor:	As Provided
Reference Count:	50

Note:	N/A
Identifiers:	Ontario; Canada
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0013-5984
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Elementary Secondary Education; Secondary Education
Direct Link:	http://dx.doi.org/ 10.1086/664786

Back to Search Results