L'école et la métropole américaine à l'épreuve de la gouvernance. Nouvelles minorités, pratiques de l'espace scolaire et fragmentation métropolitaine / New minorities, school practices and metropolitan fragmentation: the American metropolis at the edge of governance

2003 ◽  
Vol 112 (632) ◽  
pp. 382-401
Author(s):  
David Giband
Keyword(s):  
School Practices ◽  
Metropolitan Fragmentation

Preparing African students with refugee backgrounds for transition: School practices

2021 ◽  
pp. 000494412199746
Author(s):  
Tebeje Molla
Keyword(s):  
Career Planning ◽  
Life Course Perspective ◽  
Student Agency ◽  
Government Schools ◽  
Institutional Practices ◽  
African Students ◽  
Career Support ◽  
School Practices ◽  
Alternative Pathways ◽  
Career Trajectories

For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment.

Opening up participatory spaces: a way of rethinking school practices linked to territory

2021 ◽  
pp. 1-18
Author(s):  
Auxiliadora Sales ◽  
Teresa Aguado ◽  
Josefina Lozano ◽  
Lucía Pellejero
Keyword(s):  
School Practices ◽  
Opening Up

METROPOLITAN FRAGMENTATION AND LOCAL PUBLIC EXPENDITURES

1978 ◽  
Vol 31 (4) ◽  
pp. 349-362
Author(s):  
HOWARD PACK ◽  
JANET ROTHENBERG PACK
Keyword(s):  
Public Expenditures ◽  
Metropolitan Fragmentation

Feminist critique of developmentalism

2005 ◽  
Vol 3 (3) ◽  
pp. 299-326 ◽  
Author(s):  
Linda Spatig
Keyword(s):  
Learning Communities ◽  
Human Development ◽  
Educational Practice ◽  
Educational Reforms ◽  
Feminist Critique ◽  
School Practices ◽  
Feminist Literature ◽  
Curriculum And Pedagogy ◽  
Educational Implications ◽  
Teachers And Students

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more ‘girl-friendly’. Reforms aligned with outsider feminist critiques call for ‘critique-friendly’ schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged.

Understanding Charter School Leaders’ Perceptions of Competition in Arizona

2021 ◽  
pp. 0013161X2110373
Author(s):  
Benjamin Creed ◽  
Huriya Jabbar ◽  
Michael Scott
Keyword(s):  
Logistic Regression ◽  
School Choice ◽  
Charter School ◽  
Fixed Effects ◽  
Regression Models ◽  
School Leaders ◽  
State Level ◽  
Local Market ◽  
School Practices ◽  
Logistic Regression Models

Purpose: School choice policies are expected to generate competition leading to improvement in school practices. However, little is known about how competition operates in public education—particularly in charter schools. This paper examines charter-school leaders’ competitive perception formation and the actions taken in response to competition. Research Methods: Using Arizona charter-school leaders’ responses to an original survey, Arizona Department of Education data, and the Common Core of Data, we examined the factors predicting the labeling of a school as a competitor. We estimated fixed effects logistic regression models which examine factors predicting the labeling of competitor schools and of top competitors. We used logistic regression models to understand charter-school leaders’ responses to competition. Findings: We find charter-school leaders in Arizona perceived at least some competition with other schools, and their perceptions vary by urbanicity. While distance between schools mattered generally for labeling a school as a competitor, distance did not factor into labeling “top competitor” schools. Student outcomes did not predict competition between schools, but student demographics were associated with labeling a school a competitor. Charter-school leaders responded to competition through changes in outreach and advertising rather than curriculum and instruction. Competitive responses were related to the respondent school’s quality and the level of perceived competition. Implications for Research and Practice: We found charter-school leaders perceive competition and respond by changing school practices. Responses typically focus on marketing activities over productive responses. The novel state-level analysis allows us to test the effects of local market conditions typically absent in the literature.

RESEARCH RESULTS FOR QUALITY SCHOOLING: BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE

2016 ◽  
pp. 206-214
Author(s):  
Sona Ahuja
Keyword(s):  
School Education ◽  
School Teachers ◽  
School Practices ◽  
Research And Practice ◽  
Research Results ◽  
Academic Practices ◽  
Research Findings ◽  
Major Factors ◽  
Quality In Education

The quest for quality in education has been an avowed goal worldwide. The improvement of quality in school education depends largely on the research conducted in this field. The present study was conducted to know the extent of awareness of school teachers regarding researches conducted in school education and the problems faced by them in using the research results. The findings indicate that the teachers do not use research findings because they are not fully aware about the researches conducted, some of them do not understand the terminology used, while others find it difficult to access as these are printed in scattered form at different places. This study highlights some of the major factors accounting for the gaps that exist between the research and school practices and presents some strategic implementations to bridge this gap. The focus of the study is on getting research-based academic and non-academic practices into the hands of professionals for quality schooling.

scholarly journals School practices to promote social distancing in K-12 schools: review of influenza pandemic policies and practices

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Lori Uscher-Pines ◽  
Heather L. Schwartz ◽  
Faruque Ahmed ◽  
Yenlik Zheteyeva ◽  
Erika Meza ◽  
...  
Keyword(s):  
Influenza Pandemic ◽  
School Practices ◽  
Social Distancing ◽  
K 12 ◽  
Policies And Practices

Policy and Practice: An Overview

1990 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
David K. Cohen ◽  
Deborah Loewenberg Ball
Keyword(s):  
Case Studies ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Early Report ◽  
State Policies ◽  
The Other ◽  
Special Issue ◽  
Policy And Practice ◽  
School Practices ◽  
The One

Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced? That is the question explored in this special issue.

Sign in / Sign up

Export Citation Format

Share Document