Your search found 53 results.

Descriptors:
Educational Policy; Ethics; Educational Change; Participative Decision Making; Democratic Values; Articulation (Education); Accountability; Politics of Education; Political Attitudes; Policy Formation; Community Involvement

Abstract:
People witness today in the US what might be considered a "generous hijacking" of educational policy. Policy debates on charters, vouchers, for profit schools, testing and evaluation companies, and "education reform" reveal a triple privatization of educational policy. Varied enactments of educational privatization dot the globe, linked in a commitment to concentrate policy-making upward, toward the stratification, gentrification, and privatization of the public sector. While many have written critically on this neo-liberal transformation of public education policy, in this brief essay the authors try to "recover a language of and for education articulated in terms of ethics, moral obligations and values" (Ball 2004, 24-5) by framing public science as a strategic intervention for educational justice and policy development. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

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

Descriptors:
Educational Change; Global Approach; Teacher Attitudes; Ethnography; Power Structure; Public Policy; History; Advantaged; Critical Theory; Neoliberalism; Social Environment; Economic Factors; Decision Making; Researchers; Equal Education; Social Differences; School Closing; Disadvantaged; Educational Research

Abstract:
In this article, Lois Weis and Michelle Fine introduce critical bifocality as a way to render visible the relations between groups to structures of power, to social policies, to history, and to large sociopolitical formations. In this collaboration, the authors draw upon ethnographic examples highlighting the macro-level structural dynamics related to globalization and neoliberalism. The authors focus on the ways in which broad-based economic and social contexts set the stage for day-to-day actions and decisions among privileged and nonprivileged parents and students in relation to schooling. Weis and Fine suggest that critical bifocality enables us to consider how researchers might account empirically for global, national, and local transformations as insinuated, embodied, and resisted by youth and adults trying to make sense of current educational and economic possibilities in massively shifting contexts. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

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

Descriptors:
Evidence; Charter Schools; Economically Disadvantaged; School Districts; Urban Areas; Public Education; Corporations; Commercialization; School Effectiveness; Educational Policy; Outcomes of Education; Educational Change; Educational History; Politics of Education; Policy Analysis; Economics; Comparative Analysis; Urban Schools; Low Income Groups; Financial Policy

Abstract:
This book will reset the discourse on charter schooling by systematically exploring the gap between the promise and the performance of charter schools. The authors do not defend the public school system, which for decades has failed primarily poor children of color. Instead, they use empirical evidence to determine whether charter schooling offers an authentic alternative for these children. In concise chapters, they address a series of important questions related to the recent ascent of charter schools and the radical restructuring of public education. This essential introduction includes a detailed history of the charter movement, an analysis of the politics and economics driving the movement, documentation of actual student outcomes, and alternative images of transforming public education to serve all children. This book features: (1) An overview of the key issues surrounding the charter school movement; (2) A reframing of the recent discourse on public school reform; (3) A comprehensive comparison examining the promises of charter schooling against the empirical evidence; (4) An examination of how charter schools impact communities of color and larger public school systems in poor urban areas; and (5) An exploration of the relationships among the rapid ascendance of charter reform, economic decline, and fiscal austerity. [Foreword by Deborah Meier.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

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

Descriptors:
Muslims; Ethnicity; Adolescents; Self Concept; Immigrants; North Americans; Social Bias; Ethnic Groups; Acculturation; Religion; Surveys; Conflict; Predictor Variables; Stress Variables; Gender Differences

Abstract:
This mixed methods study explored dual identification among Muslim-American emerging adults of immigrant origin. A closer look was taken at the relationship between American and Muslim identifications and how this relationship was influenced by experiences of discrimination, acculturative and religious practices, and whether it varied by gender. Data were gathered from 97 Muslim Americans (ages 18-25) who completed a survey and produced identity maps, a pictorial representation of hyphenated identities. The findings showed that young people found a way of allowing their Muslim and American identities to co-exist, and only a small minority of the participants seemed to experience identity conflict. While religiosity was the only predictor of Muslim identification, young peoples' identification with mainstream United States culture was predicted by discrimination-related stress and acculturative practices. Gender moderated the relationship between Muslim and American identities in both survey measures and identity maps. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

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

Descriptors:
Alternative Assessment; Graduation Requirements; Exit Examinations; Educational Policy; Secondary Education; Secondary School Students; Graduation; Student Characteristics; Educational Research; High School Graduates; Dropouts; Outcomes of Education; Educational Change

Abstract:
Ordinarily, one might expect that an alternative education program that encourages thousands of secondary students to stay in school and remain on track to earn a high school diploma would have broad support. However, New Jersey's "special review assessment" or SRA, has been the subject of longstanding and, at times, contentious public debate. Detractors of the SRA have called it a "backdoor diploma" that "hurts the very students it seeks to help." Supporters assert that the SRA is a legitimate alternative to the state's more traditional exit test, the High School Proficiency Assessment (HSPA), and has even "saved lives" by providing struggling students with an alternative that keeps them from dropping out of school and the resulting well-documented negative personal and social consequences. Yet despite much talk in education circles about data-driven reform, there has been little research on the role of the SRA in allowing students to satisfy New Jersey's graduation standards. Aside from aggregate totals of the numbers of students graduating through HSPA and SRA, little information has been made available to date on the demographic characteristics or educational experience of these students, their access to opportunities to learn and their post-secondary outcomes compared to other graduates or dropouts. This report is an attempt, in part, to help fill this gap and to supply information that can help to inform policy decisions that will affect thousands of New Jersey's students and hundreds of its communities. This study: (1) Reviews the history of the SRA policy and debate; (2) Reports findings of a multi-method study undertaken to document the potential impact of SRA elimination on secondary students in New Jersey, with a particular emphasis on the implications by race, ethnicity, social class and community; (3) Places New Jersey policy debates about graduation policy and secondary reform in national context; (4) Identifies a set of policy considerations for a variety of constituencies; and (5) Offers recommendations on how New Jersey might strengthen the rigor of its graduation requirements without losing ground on its impressive graduation rates. The following are appended: (1) SRA Performance Tasks; (2) Methodological Details on Sampling Strategy for the Three District Cohort Analyses; (3) Summary Literature Review on the Impact of High Stakes Testing on Secondary Schools and Students; (4) The Individual and Social Costs of High School Dropout Rates; (5) The GED Alternative; and (6) Finding Common Ground on New Jersey Secondary Reform. A bibliography is included. [Support for this report was providing by the Schumann Fund for New Jersey.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (492K)

Descriptors:
Access to Education; Youth; Graduation Rate; Immigrants; High Stakes Tests; Educational Policy; English (Second Language); Second Language Learning; Ethnography; High Schools; Justice; At Risk Persons

Abstract:
In this article, we consider the ways in which educational policies and institutions today enable or obstruct young people who are immigrant English-language learners as they seek to cross cultural and educational borders. Contrasting a class action suit in California protesting high stakes testing that will significantly limit graduation rates, and an ethnographic analysis of the international high schools in which immigrant youth engage with cultural and educational depth and support and graduate at exceptional rates, this article challenges the current policy climate in which immigrant youth are increasingly under siege and at risk of being multiply undocumented. In the spirit of protest, we trace the many sites of resistance and possibility dotting the nation, in which educators, communities, families, advocates, and youth are demanding educational access and justice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

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

Descriptors:
Epistemology; Counseling Psychology; Qualitative Research; Research Design; Research Methodology

Abstract:
This article contains reflections provoked by the articles in this volume of "The Counseling Psychologist." As a relative outsider to counseling psychology, the author thoroughly enjoyed immersing herself in these contributions and then extracting a set of thoughts inspired by the writers.

Related Items: Show Related Items

Full-Text Availability Options:

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

Descriptors:
Females; Curriculum Development; Young Adults; Sexuality; Adolescents; Sex Education; Adolescent Development; Public Schools; Educational Policy; Minority Groups; Social Bias; Research Methodology; Guidelines; Data Collection; Comprehensive School Health Education

Abstract:
Nearly twenty years after the publication of Michelle Fine's essay "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire," the question of how sexuality education influences the development and health of adolescents remains just as relevant as it was in 1988. In this article, Michelle Fine and Sara McClelland examine the federal promotion of curricula advocating abstinence only until marriage in public schools and, in particular, how these policies constrict the development of "thick desire" in young women. Their findings highlight the fact that national policies have an uneven impact on young people and disproportionately place the burden on girls, youth of color, teens with disabilities, and lesbian/gay/bisexual/transgender youth. With these findings in mind, the authors provide a set of research guidelines to encourage researchers, policymakers, and advocates as they collect data on, develop curricula for, and change the contexts in which young people are educated about sexuality and health. (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

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

Descriptors:
African Americans; Homosexuality; Friendship; Older Adults; Females; Sexual Orientation; Aging (Individuals); Racial Discrimination; Personal Narratives; Activism; Social Class; Interpersonal Attraction

Abstract:
Research addressing the lives and friendships of older Black lesbians is virtually nonexistent. Using narrative analysis, we chronicle the lives of two older Black lesbians (73 and 85 years of age) through the lens of positive marginality. The concept of positive marginality asserts that living both inside and outside of the mainstream produces strengths rather than helplessness (Mayo, 1982). We use four conceptual frames of reference to explore positive marginality: critical watching and reframing of life experiences on the margins, wise conversion of obstacles into opportunities, the subversion of social institutions, and the creation of safe spaces for people on the margin. From these two women's stories, we show how each, through lives of activism and seduction, created positive environments that defied traditional categories. We discuss how race, class, gender, sexual orientation, and aging affected their lives and how their friendship was an anchor for each. We offer their stories as a point of entry to future inquiry concerning older Black lesbians. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

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

Descriptors:
Mothers; Action Research; Oral History; Participatory Research; Youth; Consultation Programs; Urban Areas; Poverty; Working Class; Justice; Parent Responsibility; Social Mobility

Abstract:
We introduce participatory action research as a strategy for "consultation with." We elaborate the possibilities and limits of participatory consultation as a strategy that enables sustained relations with communities of material poverty and resilience wealth. Consulting with an activist organization, and dedicated to producing a Web-based oral history, we engaged youth researchers to (a) conduct individual oral histories, archival analyses, and participant observation; (b) participate in focus groups; and (c) compile their reflections on this work. The project sought to produce documentation of the history and contemporary conditions under which poor and working class mothers, a few fathers, and youth struggle for justice and social mobility, against inequity with a strong sense of responsibility as parents, as students, and as activists in low resource schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

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