A SCHOLARLY BOOK REPOSITORY18 start with E start with E
In the United States, preschool education is characterized by the dominance of a variegated private sector and patchy, uncoordinated oversight of the public sector. Tracing the history of the American debate over preschool education, Andrew Karch argues that the current state of decentralization and fragmentation is the consequence of a chain of reactions and counterreactions to policy decisions dating from the late 1960s and early 1970s, when preschool advocates did not achieve their vision for a comprehensive national program but did manage to foster initiatives at both the state and national levels. Over time, beneficiaries of these initiatives and officials with jurisdiction over preschool education have become ardent defenders of the status quo. Today, advocates of greater government involvement must take on a diverse and entrenched set of constituencies resistant to policy change.
In his close analysis of the politics of preschool education, Karch demonstrates how to apply the concepts of policy feedback, critical junctures, and venue shopping to the study of social policy.
In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that:
- alienates us from life in the name of human domination
- causes students to worry about how to make a living before they know who they are
- overemphasizes success and careers
- separates feeling from intellect and the practical from the theoretical
- deadens the sense of wonder for the created world
The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.
Answers are being developed in universities, preschools, professional schools, and even prisons around the world. In the latest volume of State of the World, a diverse group of education experts share innovative approaches to teaching and learning in a new era. Topics include systems thinking for kids; the importance of play in early education; social emotional learning; comprehensive sexuality education; indigenous knowledge; sustainable business; medical training to treat the whole person; teaching law in the Anthropocene; and more.
EarthEd addresses schooling at all levels of development, from preschool to professional. Its lessons can inform teachers, policy makers, school administrators, community leaders, parents, and students alike. And its vision will inspire anyone who wants to prepare students not only for the storms ahead but to become the next generation of sustainability leaders.
Combining the results of empirical research with analyses of the basic economic forces underlying local education markets, The Economics of School Choice presents evidence concerning the impact of school choice on student achievement, school productivity, teachers, and special education. It also tackles difficult questions such as whether school choice affects where people decide to live and how choice can be integrated into a system of school financing that gives children from different backgrounds equal access to resources. Contributors discuss the latest findings on Florida's school choice program as well as voucher programs and charter schools in several other states.
The resulting volume not only reveals the promise of school choice, but examines its pitfalls as well, showing how programs can be designed that exploit the idea's potential but avoid its worst effects. With school choice programs gradually becoming both more possible and more popular, this book stands out as an essential exploration of the effects such programs will have, and a necessary resource for anyone interested in the idea of school choice.
"Milwaukee's story is unique in that its struggle for integration and quality education has been so closely tied to [school] choice." --from the Introduction
"Educating Milwaukee: How One City's History of Segregation and Struggle Shaped Its Schools" traces the origins of the modern school choice movement, which is growing in strength throughout the United States. Author James K. Nelsen follows Milwaukee's tumultuous education history through three eras--"no choice," "forced choice," and "school choice." Nelsen details the whole story of Milwaukee's choice movement through to modern times when Milwaukee families have more schooling options than ever--charter schools, open enrollment, state-funded vouchers, neighborhood schools--and yet Milwaukee's impoverished African American students still struggle to succeed and stay in school. "Educating Milwaukee" chronicles how competing visions of equity and excellence have played out in one city's schools in the modern era, offering both a cautionary tale and a "choice" example.
America’s commitment to public schooling once seemed unshakable. But today the movement to privatize K–12 education is stronger than ever. Samuel E. Abrams examines the rise of market forces in public education and reveals how a commercial mindset has taken over.
“[An] outstanding book.”
—Carol Burris, Washington Post
“Given the near-complete absence of public information and debate about the stealth effort to privatize public schools, this is the right time for the appearance of [this book]. Samuel E. Abrams, a veteran teacher and administrator, has written an elegant analysis of the workings of market forces in education.”
—Diane Ravitch, New York Review of Books
“Education and the Commercial Mindset provides the most detailed and comprehensive analysis of the school privatization movement to date. Students of American education will learn a great deal from it.”
—Leo Casey, Dissent
Using the Wisconsin Idea as a lens, Education for Democracy argues that public higher education institutions remain a bastion of collaborative problem solving. Examinations of partnerships between the state university and people of the state highlight many crucial and lasting contributions to issues of broad public concern such as conservation, LGBTQ+ rights, and poverty alleviation. The contributors restore the value of state universities and humanities education as a public good, contending that they deserve renewed and robust support.
In this hard-hitting history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of the longstanding American faith that more schooling for more people is the remedy for all our social and economic problems--and that the central purpose of education is workplace preparation.
But do increasing levels of education accurately represent the demands of today's jobs? Grubb and Lazerson argue that the abilities developed in schools and universities and the competencies required in work are often mismatched--since many Americans are under-educated for serious work while at least a third are over-educated for the jobs they hold. The ongoing race for personal advancement and the focus on worker preparation have squeezed out civic education and learning for its own sake. Paradoxically, the focus on schooling as a mechanism of equity has reinforced social inequality. The challenge now, the authors show, is to create environments for learning that incorporate both economic and civic goals, and to prevent the further descent of education into a preoccupation with narrow work skills and empty credentials.
Surveying many aspects of education—from administrative structures to the availability of health care to parent and student incentives—the contributors synthesize an impressive diversity of data, paying special attention to the gross imbalances in educational achievement that still exist between developed and developing countries. They draw out clear implications for governmental policy at a variety of levels, conscious of economic realities such as budget constraints, and point to crucial areas where future research is needed. Offering a wealth of insights into one of the best investments a nation can make, Education Policy in Developing Countries is an essential contribution to this most urgent field.
The quality and effectiveness of teaching are a constant subject of discussion within the profession and among the broader public. Most of that conversation focuses on the question of how teachers should teach. In The Enduring Classroom, veteran teacher and scholar of education Larry Cuban explores different questions, ones that just might be more important: How have teachers actually taught? How do they teach now? And what can we learn from both?
Examining both past and present is crucial, Cuban explains. If reformers want teachers to adopt new techniques, they need to understand what teachers are currently doing if they want to have any hope of having their innovations implemented. Cuban takes us into classrooms then and now, using observations from contemporary research as well as a rich historical archive of classroom accounts, along the way asking larger questions about teacher training and the individual motivations of people in the classroom. Do teachers freely choose how to teach, or are they driven by their beliefs and values about teaching and learning? What role do students play in determining how teachers teach? Do teachers teach as they were taught? By asking and answering these and other policy questions with the aid of concrete data about actual classroom practices, Cuban helps us make a crucial step toward creating reforms that could actually improve instruction.
Colleges and universities in urban centers have often leveraged their locales to appeal to students while also taking a more active role in addressing local challenges. They embrace civic engagement, support service-learning, tailor courses to local needs, and even provide university-community collaborations such as lab schools and innovation hubs. Engaging Place, Engaging Practices highlights the significant role the academy, in general, and urban history, in particular, can play in fostering these critical connections.
The editors and contributors to this volume address topics ranging from historical injustices and affordable housing and land use to climate change planning and the emergence of digital humanities. These case studies reveal the intricate components of a city’s history and how they provide context and promote a sense of cultural belonging.
This timely book appreciates and emphasizes the critical role universities must play as intentional—and humble—partners in addressing the past, present, and future challenges facing cities through democratic community engagement.
The education of deaf or hard of hearing children has become as complex as the varying needs of each individual child. Teachers face classrooms filled with students who are culturally Deaf, hard of hearing, or post-lingually deaf; they might use American Sign Language, cochlear implants, hearing aids/FM systems, speech, Signed English, sign-supported speech, contact signing, nonverbal communication, or some combination of methods. Educators who decide what tools are best for these children are making far-reaching ethical decisions in each case. This collection features ten chapters that work as constructive conversations to make the diverse needs of these deaf students the primary focus.
The initial essays establish fundamental points of ethical decision-making and emphasize that every situation should be examined not with regard for what is “right or wrong,” but for what is “useful.” Absolute objectivity is unattainable due to social influences, while “common knowledge” is ruled out in favor of “common awareness.” Other chapters deal with the reality of interpreting through the professional’s eyes, of how they are assessed, participate, and are valued in the total educational process, including mainstream environments. The various settings of education for deaf children are profiled, from residential schools to life in three cultures for deaf Latino students, to self-contained high school programs. Ethical Considerations in Educating Deaf Children Who Are Deaf or Hard of Hearing offers an invaluable set of guidelines for administrators and educators of children with hearing loss in virtually every environment in a postmodern world.
In The Ethics and Politics of Speech, Pat J. Gehrke provides an accessible yet intensive history of the speech communication discipline during the twentieth century. Drawing on several previously unpublished or unexamined sources—including essays, conference proceedings, and archival documents—Gehrke traces the evolution of communication studies and the dilemmas that often have faced academics in this field. In his examination, Gehrke not only provides fresh perspectives on old models of thinking; he reveals new methods for approaching future studies of ethical and political communication.
Gehrke begins his history with the first half of the twentieth century, discussing the development of a social psychology of speech and an ethics based on scientific principles, and showing the importance of democracy to teaching and scholarship at this time. He then investigates the shift toward philosophical—especially existential—ways of thinking about communication and ethics starting in the 1950s and continuing through the mid-1970s, a period associated with the rise of rhetoric in the discipline. In the chapters covering the last decades of the twentieth century, Gehrke demonstrates how the ethics and politics of communication were directed back onto the practices of scholarship within the discipline, examining the increased use of postmodern and poststructuralist theories, as well as the new trend toward writing original theory, rather than reinterpreting the past. In offering a thorough history of rhetoric studies, Gehrke sets the stage for new questions and arguments, ultimately emphasizing the deeply moral and political implications that by nature embed themselves in the field of communication.
More than simply a history of the discipline's major developments, The Ethics and Politics of Speech is an account of the philosophical and moral struggles that have faced communication scholars throughout the last century. As Gehrke explores the themes and movements within rhetoric and speech studies of the past, he also provides a better understanding of the powerful forces behind the forging of the field. In doing so, he reveals history’s potential to act as a vehicle for further academic innovation in the future.
Exploring the role of identitarian politics in the privatization of Newark’s public school system
In Expelling Public Schools, John Arena explores the more than two-decade struggle to privatize public schools in Newark, New Jersey—a conflict that is raging in cities across the country—from the vantage point of elites advancing the pro-privatization agenda and their grassroots challengers.
Analyzing the unsuccessful effort of Cory Booker—Newark’s leading pro-privatization activist and mayor—to generate popular support for the agenda, and Booker’s rival and ultimate successor Ras Baraka’s eventual galvanization of the charter movement, Arena argues that Baraka’s black radical politics cloaked a revanchist agenda of privatization.
Expelling Public Schools reveals the political rise of Booker and Baraka, their one-time rivalry and subsequent alliance, and what this particular case study illuminates about contemporary post–civil rights Black politics. Ultimately, Expelling Public Schools is a critique of Black urban regime politics and the way in which antiracist messaging obscures real class divisions, interests, and ideological diversity.
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