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Latinos, Asian Americans, and the Achievement Gap
Today the achievement gap is hotly debated among pundits, politicians, and educators. In particular this conversation often focuses on the two fastest-growing demographic groups in the United States: Asian Americans and Latinos. In Academic Profiling, Gilda L. Ochoa addresses this so-called gap by going directly to the source. At one California public high school where the controversy is lived every day, Ochoa turns to the students, teachers, and parents to learn about the very real disparities—in opportunity, status, treatment, and assumptions—that lead to more than just gaps in achievement.
In candid and at times heart-wrenching detail, the students tell stories of encouragement and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, they are divided by race, class, and gender. While those channeled into an International Baccalaureate Program boast about Socratic classes and stress-release sessions, students left out of such programs commonly describe uninspired teaching and inaccessible counseling. Students unequally labeled encounter differential policing and assumptions based on their abilities—disparities compounded by the growth in the private tutoring industry that favors the already economically privileged.
Despite the entrenched inequality in today’s schools, Academic Profiling finds hope in the many ways students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. When Ochoa shares the results of her research with the high school, we see the new possibilities—and limits—of change.
Educating Boys in Urban America, 1870–1970
Contemporary debates about the tendency toward poor academic performance among boys of color point to inadequate and punitive schools, poverty, and cultural conflicts. Julia Grant offers a historical perspective on the "boy problem," revealing it as an issue that has vexed educators for more than a century. Since compulsory schooling was enforced, immigrant, poor, and boys of color have constituted the most school-averse population with which educators have had to contend. Public schools developed vocational education, organized athletics, technical schools, and evening continuation schools—contributing to a culture of masculinity that devalued academic success in school. Urban educators sought ways to deal with the many "bad boys"—almost exclusively poor, immigrant, or migrant—who skipped school, behaved badly when they attended, and sometimes landed in special education classes and reformatory institutions. The problems these boys posed led to sustained innovations in public education and juvenile justice. This historical perspective sheds light on contemporary concerns over the academic performance of boys of color who now flounder in school or languish in the juvenile justice system. Grant's cogent analysis will interest education policymakers and educators, as well as scholars of the history of education, childhood, gender studies, American studies, and urban history.
A Transformative Curriculum
This innovative curriculum book provides key materials, resources, and tools to help secondary educators prepare their students to be engaged citizens of their community, state, nation and world. Five complete units of instruction, based on West Virginia Content Standards and Objectives, provide meaningful lessons while being mindful of the transition from tangible text to more digital curricula:
Class, Bureaucracy, and Religion in American Education
The Enigmatic Academy is a provocative look at the purpose and practice of education in America. Authors Christian Churchill and Gerald Levy use three case studies—a liberal arts college, a boarding school, and a Job Corps center—to illustrate how class, bureaucratic, and secular-religious dimensions of education prepare youth for participation in American foreign and domestic policy at all levels.
The authors describe how schools contribute to the formation of a bureaucratic character; how middle and upper class students are trained for leadership positions in corporations, government, and the military; and how the education of lower class students often serves more powerful classes and institutions.
Exploring how youth and their educators encounter the complexities of ideology and bureaucracy in school, The Enigmatic Academy deepens our understanding of the flawed redemptive relationship between education and society in the United States. Paradoxically, these three studied schools all prepare students to participate in a society whose values they oppose.
The Liberal Case for Teaching Religion in the Public Schools
Why teach about religion in public schools? What educational value can such courses potentially have for students? In For the Civic Good, Walter Feinberg and Richard A. Layton offer an argument for the contribution of Bible and world religion electives. The authors argue that such courses can, if taught properly, promote an essential aim of public education: the construction of a civic public, where strangers engage with one another in building a common future. The humanities serve to awaken students to the significance of interpretive and analytic skills, and religion and Bible courses have the potential to add a reflective element to these skills. In so doing, students awaken to the fact of their own interpretive framework and how it influences their understanding of texts and practices. The argument of the book is developed by reports on the authors’ field research, a two-year period in which they observed religion courses taught in various public high schools throughout the country, from the “Bible Belt” to the suburban parkway. They document the problems in teaching religion courses in an educationally appropriate way, but also illustrate the argument for a humanities-based approach to religion by providing real classroom models of religion courses that advance the skills critical to the development of a civic public.
Learning, Literacy, and Laicization in Pre-Reformation York Diocese
In contrast to the prevailing view, this book reveals the educational revolution" of the 1500s to have grown from an earlier expansion of elementary and grammar education in the fourteenth, fifteenth, and early sixteenth centuries.
Originally published in 1985.
The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Vol. 84, no. 3 (2001) through current issue
The High School Journal publishes research, scholarship, essays, and reviews that critically examine the broad and complex field of secondary education. Founded in 1918, it is one of the oldest peer-reviewed academic journals in education.The journal is managed by students and faculty in the School of Education at the University of North Carolina at Chapel Hill and is published quarterly by the University of North Carolina Press.
Vol. 4 (1996) - vol. 6 (1999)
Imagine is an exciting periodical for 7th-12th graders who want to take an active role in their own education. Published by the Center for Talented Youth (CTY) at Johns Hopkins University, Imagine features student-written articles about challenging summer and extracurricular activities, expert college-planning advice, reviews of selective colleges, career interviews, book reviews, puzzles, web resources, and more. Five-time winner of the Parents' Choice Gold Award, Imagine is also a valuable resource for parents, teachers, school administrators, counselors, and librarians. Recent issues have focused on topics such as Brain Science, Music, Medicine, and Computer Science.
Urban High Schools and the Failure of Market Reform
In Left Behind, a team of education scholars led by Edward P. St. John argues that American cities have been engaged for the past three decades in a radical—but failing—effort to transform general and vocational high schools into college preparatory institutions. By examining the educational reforms in four urban charter schools across the United States and four public high schools in New York City, Left Behind reveals how educators contend with the challenge of developing new courses while providing social support for students to build college-going cultures. The research shows that district schools struggle to comply with standards that leave little room to develop advanced thematic curricula and that charter schools have not succeeded in substantially raising student test scores. Many students who start in rigorous charter schools transfer back to public schools while both public and charter schools struggle to prepare their students for college-level work. Left Behind provides crucial insights into the troubling trajectory of public policy while offering teachers and administrators effective strategies for overcoming barriers.
Regards croisés sur un domaine de recherche et d'intervention
Avec la réforme de l'éducation au Québec au tournant du XXIe siècle, les finalités assignées à l'enseignement de l'histoire et de la géographie au primaire ont été révisées en profondeur et assorties à l'objectif général de construire la conscience sociale du citoyen. Treize ans après l'implantation du Programme de formation de l'école québécoise, que sont les sciences humaines devenues ? À la croisée de travaux de recherche en didactique et de la réflexion critique d'acteurs scolaires, cet ouvrage offre des regards variés sur la mise en oeuvre d'un programme d'études jugé important pour la formation intellectuelle, sociale et culturelle des jeunes, celui de l'univers social. Alors que des chercheurs se penchent sur l'apprentissage et l'enseignement de l'histoire et de la géographie, de même que sur les ressources disponibles et sur la formation initiale et continue, des acteurs du milieu scolaire traitent de considérations pratiques relatives à l'intervention éducative. Enfin, trois chercheurs chevronnés du Québec, du Canada anglais et de l'Europe commentent différentes contributions réunies dans l'ouvrage et les situent dans un horizon plus vaste. Les initiatives conjuguées de ces multiples chercheurs et intervenants, ainsi que le caractère novateur de leurs travaux, sont susceptibles de contribuer à l'essor d'une didactique des sciences humaines au primaire tenant compte du contexte socioéducatif québécois.