Public Education Reform and Network Governance

2019 ◽  
Author(s):  
Philip Wing Keung Chan
Keyword(s):  
Public Education ◽  
Education Reform ◽  
Network Governance ◽  
Public Education Reform

No Child Left Behind: The Ongoing Movement for Public Education Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 461-473 ◽  
Author(s):  
ROD PAIGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Academic Skills ◽  
Public Education System ◽  
Left Behind ◽  
Public Education Reform ◽  
Original Goal

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

Philanthropic emotional work: Papering over the cracks of unprecedented public education reform

2021 ◽  
pp. 174114322110546
Author(s):  
Matías Sanfuentes ◽  
Matías Garretón ◽  
Juan Pablo Valenzuela ◽  
Rocío Díaz ◽  
Claudio Montoya
Keyword(s):  
Public Education ◽  
Education Reform ◽  
High Stress ◽  
Well Being ◽  
Emotional Work ◽  
Municipal Schools ◽  
Public Education Reform ◽  
New Institutions

Chile is undertaking an ambitious public education reform, re-centralising the administration of municipal schools in larger territories. This reform is unprecedented, both for the size of the new intermediate-level services ( Servicios Locales de Educación Pública) and the escalation of their bureaucratic complexity, facing widespread organisational problems that cause high stress and labour suffering. We argue that improving emotional working conditions is necessary to accomplish pedagogical goals, but this dimension has received little attention. This article presents a follow-up study focused on school principals and professionals’ emotional and occupational experiences that have worked in the initial two-and-half years of one of the first Servicios Locales de Educación Pública created in the country. The qualitative analysis of interviews reveals how they make sense of organisational dilemmas while crafting solutions for facing structural shortcomings of new institutions. We understand their extraordinary commitment as ‘philanthropic emotional work’, driven by genuine care for children and the nation's future. However, in this effort, they also experience labour suffering and work overload, which may compromise their well-being and the long-term accomplishment of this reform's goals. These observations highlight the need for a reflexive improvement of this reform, recognising emotional work as a valuable resource but unsustainable without appropriate institutional support.

Barack Obama and the Fight for Public Education

2009 ◽  
Vol 79 (2) ◽  
pp. 385-395 ◽  
Author(s):  
William Ayers
Keyword(s):  
Twentieth Century ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Human Beings ◽  
Alternative Discourse ◽  
Public Education System ◽  
Complex Needs ◽  
Democratic Principle ◽  
Public Education Reform

In this essay, William Ayers calls for a more vital and effective public education system,one guided by the basic democratic principle that all human beings are of incalculable and irreducible value. Ayers argues that to achieve such a system we must reclaim schools from the industrial model of the twentieth century and build classrooms that respond to the broad and complex needs of the actual students who arrive at the schoolhouse door. Stories of the 2008 election punctuate his argument about the urgency of seizing this moment to disrupt the dominant framework defining public education reform. He calls on each of us to promote an alternative discourse as we simultaneously challenge and assist the Obama administration in envisioning and creating schools that more authentically reflect the ideals of a democracy.

The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools

2020 ◽  
Vol 15 (3) ◽  
pp. 518-542 ◽  
Author(s):  
Elias Walsh ◽  
Dallas Dotter
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Public Education ◽  
Education Reform ◽  
District Of Columbia ◽  
School Year ◽  
Public Education Reform ◽  
Standard Deviations ◽  
The Impact

The 2007 Public Education Reform Amendment Act led to 39 percent of the principals in District of Columbia Public Schools (DCPS) being dismissed before the start of the 2008–09 school year, and additional principal exits over the next few years. We measure the impact of replacing these principals on schoolwide student achievement by measuring the changes in achievement that occurred when principals were replaced, and comparing these changes to achievement in comparison schools within DCPS that kept the same principal. We find that after a new principal's third year in a school, average schoolwide achievement increased by 4 percentile points (0.09 standard deviations) compared with how students in the school would have achieved had DCPS not replaced the previous principal. For students in grades 6 to 8, the gains were larger and statistically significant in both math and reading.

scholarly journals «Freinet Chimneys»: Experimenting with Emancipatory Public Education (Geneva in the 60s to 80s). Piaget’s Dream of an Active School?

2020 ◽  
Vol 7 (1) ◽  
pp. 89-115
Author(s):  
Rita Hofstetter
Keyword(s):  
Public Education ◽  
Education Reform ◽  
Primary Schools ◽  
Rhetorical Strategies ◽  
Left Wing ◽  
The Public ◽  
Public Education Reform ◽  
French Speaking ◽  
The 1960S ◽  
New Education

The emancipatory potential of the 1960s had a particular resonance in Swiss education in the French-speaking part of the country. Teachers, parents and unionists, all advocating Freinet pedagogy, demanded that the demonised public education be reformed. Retracing the main steps of their successes and setbacks in the sector of Geneva public education, this article enquires into the rhetorical strategies and tactical alliances the reformists mobilised in order to promote «schools open to life», respectful of the natural longing to learn thanks to educational streams in primary schools dedicated to their cause (the «Freinet chimneys» implemented for a while at the turn of the 1980s). Inputs address the way the leaders of the reform historicised their initiatives so as to establish rightful filiation, calling upon some major figures whilst neglecting others. The scientific approval of Jean Piaget and Élise Freinet, as well as part of the left-wing party in power, might have endorsed the project; nonetheless, the leading figures of Geneva New Education were rarely invoked. How should we interpret these twists and turns? How were the narratives being scripted, and by whom? How were the innovations tested by others and integrated elsewhere so as to support the public education reform? Analysis of the underlying dynamics of this experiment reveal how «everyday» people rose up in a crisis and seized the opportunity to open up a world of possibilities; this can be highlighted through the lenses of the notion of «protagonism», which brings together «ordinary» people and their «extraordinary» politicisation (Bantigny, 2018; Deluermoz & Gobille, 2015).

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