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Descriptors:
Self Efficacy; Citizen Participation; Adolescents; Voting; Current Events; Public Education; Correlation; Knowledge Level; Adolescent Attitudes; Student Characteristics; Surveys; Urban Areas; Regression (Statistics); Governance

Abstract:
A long-standing objective of American public education is fostering civically engaged youth. Identifying characteristics associated with likelihood of future voting, a measure of democratic participation that predicts future voting behavior, might yield targets for education programs to increase civic participation. Survey data from urban adolescents were analyzed to elucidate how civic knowledge, civic attitudes and civic behaviors are associated with self-reported likelihood of future voting. In a multivariable ordered logistic regression model with latent constructs for civic knowledge, attitudes and behavior, two civic knowledge constructs and two civic attitude constructs maintained a positive, statistically significant independent association with future voting likelihood after adjusting for race/ethnicity and advanced coursework: knowledge of American governance, current events knowledge, general self-efficacy and skill-specific self-efficacy. Further research is necessary to determine whether education programs can intervene upon these civic knowledge and civic attitude factors to increase voting participation later in life. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Neoliberalism; Instruction; Privatization; Race; Public Education; Elementary Secondary Education; Higher Education; Universities; College Role; Resistance (Psychology); Social Action

Abstract:
Henry A. Giroux argues that countering the disasters of neoliberalism requires facing "the challenge of developing a politics and pedagogy that can serve and actualize a democratic notion of the social" (2011). The authors suggest that Immanuel Wallerstein's notion of "middle-run" temporality (2008) and Stuart Hall's discussion of "middle-level" theory (1986) point the way toward a framework for considering new interventions and producing new possibilities in these intemperate times. Gramsci's concept of hegemony is also helpful in understanding how practices of cultural persuasion support what Giroux calls "neoliberalism as a public pedagogy" (2005), and how pedagogies for the neoliberal subject can be analyzed, explained, and countered. They argue that its public pedagogy papers over neoliberalism's many contradictions, its simultaneous deployment and denial of its racial project, and its attempts to establish all sites outside of the market as "insubordinate spaces." The university is an important site of struggle in this argument. As a set of "insubordinate spaces," the university offers opportunity for critique and argument that can counter neoliberalism and its racial project. They also argue that educators need to expand their imagination about the spaces where counter-pedagogies take place. Both the university and the community offer possibilities for insubordinate spaces; in this article the authors delineate the challenges and opportunities in academia and activist community cultural work. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Public Education; Private Schools; Educational Practices; Elementary Secondary Education; Charter Schools; Educational Quality; Equal Education; Data; Access to Information; Political Attitudes; Politics of Education

Abstract:
Like many parents and educators, the author is concerned about both quality and equity in the school systems and schools, public and private. He is equally frustrated at the seemingly zealous focus on producing more and more charter schools when America have had: (1) limited success in that arena; and (2) limited data on their success. That stated, he finds value in the charter experiment. He thinks it is helpful to find out-of-the-box ideas of educational reform. However, he is challenged when he senses a need to grow more and more charters when data show that they perform largely lesser than other public schools. They can be dressed up, but if they look and feel like the lowest-performing schools, guess what? They'll be low performing, too. The author always finds it interesting that a bunch of community and business people can come in and think they build a better school than the bunch with education credentials. Sometimes they can. Most of the time they fail miserably because they are in way over their pay grade with respect to educational pedagogy. Of course, the real problem is that there are too many underperforming, out-moded, and under-talented schools. These are the bad schools, and the word bad is fitting. Over 55 million students are taught in K-12 public and private schools in the United States annually. The sheer scope of this issue is hard to fathom. Nevertheless, it is a critical issue that must be contended with in America, and the charter discussion is an important piece of that discussion. In this article, the author makes a few targeted points about Dr. Maranto's review of his edited book, "Finding Superman: Debating the Future of Public Education in America" (2012). (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational History; Latin American History; Public Education; Elementary Education; Organizations (Groups); Politics of Education; Newspapers

Abstract:
Over the last 200 years in Brazil, the notion of "public" has been established to mean the same as the notion of "state". Sergio Buarque de Holanda and, more recently, Marilena Chaui point out that the very old tradition of the appropriation of public goods by the private sector has been updated. However, the understanding of what is considered public has not always been the same. At the beginning of the nineteenth century, scientific and literary associations became responsible for public elementary education in provinces and municipalities. The study of these associations provide an indication that, in those times, the meaning of "public" had not yet been reduced to "state", as it would be in the Latin American political culture of the following century. This understanding of the "public" in education during the first half of the nineteenth century is key to revising the configuration of the public (state) education systems in the following century, when education came to be understood as the unique and exclusive responsibility of the nation state. It is a weighty task to question the political culture and the concepts that were formulated at the beginning of independent life in Brazil, especially for those who, like us, believe that the public dimension of citizen life should not be reduced to those customs that our nation state conceived and implemented throughout the past centuries. (Contains 20 footnotes and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary Education; Foreign Countries; Religious Education; Parochial Schools; Protestants; Public Education; Educational History; Catholics; Ideology; Conflict; Religious Factors

Abstract:
In the Netherlands of the late nineteenth century, primary education became one of the central issues in relation to raising political awareness and mobilising previously quiescent Dutch citizens. Protestants and Catholics alike claimed that Dutch public education left insufficient space for religious education and teamed up to struggle for state-financed religious schools. These were created in 1917, after which education was organised along religious and ideological lines. Tensions between Catholic, Protestant and secular public schools were severe, but after 1945 disagreements between these groups decreased as Dutch society secularised. This article examines how religious schools have dealt with this transformation since the 1950s. In a society secularising as rapidly and dramatically as the Netherlands, one would expect that support for religious schools would diminish over time. This, however, never occurred. Parochial schools still accommodate two-thirds of Dutch children and thus managed to retain their institutional dominance. This article argues that this curious "survival" of Christian schools in a secularised society does not imply that Christian schools were able to oppose secularisation as such. Instead, by their dedicated attempts to "personalise" religion in the 1950s and 1960s, hoping to strengthen religious convictions among students, they ironically smoothened rather than obstructed the path for secularisation. (Contains 33 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational History; Latin American History; Historiography; Government School Relationship; Public Education; Elementary Education; Public Schools; Privatization; Citizenship Education; Culture; Sex Role; War; Violence; Educational Research

Abstract:
ISCHE 33 was convened in San Luis Potosi to re-examine a relationship--that between society, education and the state--that had been largely taken for granted in official histories of education of modern nations. This theme was inspired by the bicentenary celebrations of the relatively early nineteenth-century movements (from 1804 to 1824) that instated independent nations in most of Latin America. National educational systems, there and elsewhere, were created largely with the aspiration of building uniform, modern nations of equal, illustrated citizens, yet research has shown that they also organised diversity and reproduced inequalities, creating and separating categories of class, gender, religion, ethnicity, race, generation, status and ability. ISCHE 33 brought historical research to bear upon the very categories used to talk about education. In this article, the authors first present discussions on this theme that have emerged in the historiography of Mexico, the venue of the conference. They then examine alternative conceptual tools, with reference to the papers in this special issue, used to study the actual configurations that have joined or opposed actors identified with the "state" or "society". By historicising these concepts, rather than assuming them as constants, one may gain insight into the particular import and alignment of the social and political collectivities involved in education. (Contains 49 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduation Requirements; Higher Education; Educational Finance; Educational Attainment; Kindergarten; Graduation; Public Education; Elementary Secondary Education; Master Plans; Preschool Education; Access to Education; Teacher Supply and Demand; State Boards of Education; College Admission; Education Work Relationship; Partnerships in Education; High Schools; Academic Standards; State Standards; Accountability; Academic Achievement; Educational Indicators; Educational Improvement; College Readiness; Graduation Rate; Career Readiness; Alignment (Education)

Abstract:
This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, which began during the special session of the 106th General Assembly (2010) and included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. (Contains 3 tables, 1 figure and 3 footnotes.) [For "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012", see ED540084.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Youth; African Americans; Altruism; American Studies; Anthropology; Instructional Leadership; Empathy; School Community Relationship; Public Education; Imagination; Interdisciplinary Approach; Ethnography; Drama; Poetry; Inquiry; Criticism; Sociology; Teaching Methods; Reflection; Females; Violence; Singing; Migrants; Males; Psychological Patterns

Abstract:
"Writings of Healing and Resistance: Empathy and the Imagination-Intellect" is a multi-authored, interdisciplinary journey. It continues the work started in Public Education and the Imagination-Intellect (Peter Lang, 2003) by extending the importance of empathy in developing an action-based social consciousness. Mary E. Weems doesn't argue for a specific way of pursuing an empathy connected to mind, body, and spirit: She acknowledges that just as artists work in various media, each with their own process for sharing how they think and feel about a particular topic or moment, each individual may arrive in their own way at a deep, spiritual, close identification with the experiences of the other. "Writings of Healing and Resistance" encompasses a variety of forms: autoethnography, ethnodrama, poetic inquiry, and critical essay, as well as scholars' work in a number of disciplines including communications, cultural studies, sociology, anthropology, educational leadership, African American studies, and cultural foundations. This book contains the following: (1) Introduction: Hope, Pedagogy and the Imagination-Intellect (Norman K. Denzin); (2) One Love: Empathy and the Imagination-Intellect (Mary E. Weems); (3) A Space for Imagination: The Power of Group Process and Reflective Writing to Cultivate Empathy for Self and Others (Susan V. Iverson); (4) Anarchic Thinking in Acupuncture's Origins: The Body as a Site for Cultivating Imagination-Intellect (Mitra Emad); (5) Call and Response: Writing to Answer the Urge of a Bruised Spirit (Dominique C. Hill); (6) The Kindness of [Medical] Strangers: An Ethnopoetic Account of Embodiment, Empathy, and Engagement (Elyse Pineau); (7) The Poetics of Black Mother-Womanhood (Amira Davis); (8) Stop in the Name of: An Auto/ethnographic Response to Violence against Black Women (Mary E. Weems); (9) A Telephone Call (Norman K. Denzin); (10) Tell It: A Contemporary Chorale for Black Youth Voices (Durrell Callier); (11) Tasseography as a Healing Practice: Education in a Post-Racial Classroom (Akil Houston); (12) What Does It Mean to Be a Nigger in the Academy? (Mary E. Weems); (13) Migrant Stories: Searching for Healing in Autoethnographies of Diaspora (Marcelo Diversi and Claudio Moreira); and (14) In Trouble: Desire, Deleuze, and the Middle-Aged Man (Jonathan Wyatt). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Enrollment Projections; Graduation Rate; Expenditures; Educational Finance; Elementary Secondary Education; Public Schools; Private Schools; High School Graduates; Elementary School Teachers; Secondary School Teachers; Public Education; Postsecondary Education; College Graduates; Academic Degrees; Regional Characteristics; Age Differences; Gender Differences; Racial Differences; Public Colleges; Private Colleges; College Freshmen; Teacher Student Ratio; School Statistics; Educational Trends

Abstract:
"Projections of Education Statistics to 2021" is the 40th report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2020" and projections of enrollment, graduates, teachers, and expenditures to the year 2021. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2021 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 77 tables, 27 figures and 1 footnote.) [For "Projections of Education Statistics to 2020. Thirty-Ninth Edition. NCES 2011-026," see ED524098.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Change; Graduation; Public Education; Elementary Secondary Education; Education Work Relationship; Correlation; College Readiness; Charter Schools; Scholarships; Educational Innovation; Teacher Effectiveness; Educational Finance; Financial Support; Student Financial Aid; Developmental Studies Programs; Educational Policy; State Legislation

Abstract:
Texas' ability to create an education system that delivers on workforce and post-secondary readiness for all students is crucial to our long-term prosperity. We must fully transform our state's education system to meet the challenges and opportunities so clearly evident today. Yet, according to a report commissioned by the Houston Endowment from the National Center for Higher Education Management Systems, only 20 percent of Texas students are earning any sort of postsecondary credential within six years of expected high school graduation. Without a doubt, Texas is losing its workforce competitiveness in terms of education and the implications, given the high correlation between income and education, are dire for our state's ongoing economic vitality. How state leaders respond to this clarion call for education reform will ultimately define our ability to remain globally competitive, create jobs, attract investment and expand our dynamic economy. This paper presents K-12 education policy recommendations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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