Описание: In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in Upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization.
When discussing race outside majority-black spaces, Bell's subjects characterized American society as postracial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of blackness. Throughout, Bell underscores the significance of white victimization narratives in black spaces and their repercussions as the United States becomes a majority-minority society.
Описание: Urban Renewal and Resistance: Race, Space, and the City in the Late Twentieth to Early Twenty-First Centuries examines how urban spaces are rhetorically constructed through discourses that variously justify or resist processes of urban growth and renewal.
Название: Ethnography, Diversity and Urban Space ISBN: 1138795356 ISBN-13(EAN): 9781138795358 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Across Europe, multiculturalism as a public policy has been declared 'dead' but, everyday multiculture is alive and well. This book explores how people live with diversity in contemporary cities and towns across Europe. Drawing on ethnographic studies ranging from London's inner city and residential suburbs to English provincial towns, from a working-class neighbourhood in Nuremberg to the streets of Naples, Turin and Milan, chapters explore how diversity is experienced in everyday lives, and what new forms of local belonging emerge when local places are so closely connected to so many distant elsewheres. The book discusses the sensory experiences of diversity in urban street markets, the ethos of mixing in a super-diverse neighbourhood, contestations over the right to the provincial city, diverse histories and experiences of residential geographies, memories of belonging, and the ethics and politics of representation on an inner city estate. It weaves together ethnographic case studies with contemporary social and cultural theory from the disciplines of anthropology, sociology, geography, cultural studies, and migration studies about urban space, migration, transnationalism and everyday multiculture.
This book was originally published as a special issue of Identities: Global Studies in Culture and Power.
If there is case against high-stakes testing, The Last One Hundred and Eighty Days is a must read. This book chronicles the challenges of operating an independent charter school, serving a population with ninety-nine percent of students receiving free or reduced lunch in one of the largest school districts in America. It details the most critical year its history, in which the school must make a passing grade in the midst of constant state changes in the state-wide assessment. One questionable policy that was implemented during this time is the decrease in the number of students that are needed in each grade level for a school to receive a grade. The number decreased from 29 to 10 in spite of the fact that statistically, a population size should hover around 25-30 to increase the reliability and validity of the testing results. Ironically, policies are quickly put in place to prevent any school from dropping more than two letters grades, however, there were no policies put in place to account for schools that are ranked at the bottom, but show substantial gains. Painstakingly, if the elementary school is not successful, the fate of school will negatively impact the middle and high school because they share the same facility and resources. The middle and high school was one of the first secondary charter schools accredited by the Southern Association of Schools and Colleges in the southern region of the county. The overall purpose of this book is to highlight some systemic problems that directly and indirectly affect students, parents, educators, and the community at-large in the trenches, particularly in low-income areas.
It is the premise of this book that it is nearly impossible to make a significant difference statistically in the performance of low socio-economic and academic performance within a short timeframe on standardized tests without resorting to data manipulation or other undesirable means. It further suggests that in the quest for accountability, the richness inherent in the education process, particularly at schools that have a high percentage of low-performing students has been lost. We are failing to "educate" all our children. It also suggests that the "creaming effect" that is occurring in poor neighborhoods--that is the skimming of the best students to attend magnet or other county schools--contributes to the erosion of our education system, leaving the perception as a whole that some schools are doing better than others. Following rules and guidelines is not enough to truly address the needs of the neediest students which often leaving educators drained and disillusioned without the desired results.
The philosophical basis of the Academy was that that learning reaches its optimal level only when students know and expect that all guidelines and policies are set forth as a basis for all decision-making. This requires clear goals and objectives, consistency, monitoring and feedback, clear disciplinary policies, and strong community and parental support. It is essential for the philosophy of the school to shape the culture of school. Interestingly, Lawrence (1995) found that the type of school (magnet school, magnet program, or traditional school), was not as significant as the degree of self-efficacy of the students. The degree of self-efficacy is determined by a student's perception of control of his/her of their environment and circumstances (Bandura, 1980). The study found students that were at traditional schools with a high degree of self-efficacy generally performed as well academically as their counterparts in magnet programs or magnet schools. Hence, this study suggests that developing a student's self-efficacy is a worthwhile investment academically.
Автор: Shawgi Tell Название: Charter School Report Card ISBN: 1681232960 ISBN-13(EAN): 9781681232966 Издательство: Mare Nostrum (Eurospan) Цена: 14137.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: What is a charter school? Where do they come from? Who promotes them, and why? What are they supposed to do? Are they the silver bullet to the ills plaguing the American public education system? This book provides a comprehensive and accessible overviewand analysis of charter schools and their many dimensions. It shows that charter schools as a whole lower the quality of education through the privatization and marketization of education. The final chapter provides readers with a way toward rethinking and remaking education in a way that is consistent with modern requirements. Society and its members need a fully funded high quality public education system open to all and controlled by a public authority.
Автор: Shawgi Tell Название: Charter School Report Card ISBN: 1681232952 ISBN-13(EAN): 9781681232959 Издательство: Mare Nostrum (Eurospan) Цена: 7623.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: What is a charter school? Where do they come from? Who promotes them, and why? What are they supposed to do? Are they the silver bullet to the ills plaguing the American public education system? This book provides a comprehensive and accessible overviewand analysis of charter schools and their many dimensions. It shows that charter schools as a whole lower the quality of education through the privatization and marketization of education. The final chapter provides readers with a way toward rethinking and remaking education in a way that is consistent with modern requirements. Society and its members need a fully funded high quality public education system open to all and controlled by a public authority.
Автор: Leu Lorraine Название: Defiant Geographies: Race and Urban Space in 1920s Rio de Janeiro ISBN: 0822946009 ISBN-13(EAN): 9780822946007 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7069.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Racialization and the Production of Space in Relation to Urban Development and the National Imaginary
Описание: In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment--eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city's public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest.
Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America's schools fulfill their potential for all students.
Описание: ITIL(R) 4 Managing Professional CoursewareITIL 4 Managing Professional (ITIL MP) consists of four modules and is the next level of ITIL 4 to be released after ITIL 4 Foundation. ITIL MP targets IT practitioners working within technology and digital teams across businesses. The Managing Professional (MP) stream provides practical and technical knowledge about how to run successful IT-enabled services, teams and workflows. The Managing Professional Transition module is designed to allow ITIL v3 candidates to easily transition to ITIL 4. They can get the ITIL 4 Managing Professional designation through one course and one exam. The material includes;¢ Updated glossaries with highlighted changes for `Create, Deliver & Support`, `Drive Stakeholder Value` and `Direct, Plan & Improve`¢ New diagram packs with annotations for `Create, Deliver & Support`, `Drive Stakeholder Value` and `Direct, Plan & Improve`¢ Updated syllabi with highlighted changes for `Create, Deliver & Support`, `Drive Stakeholder Value` and `Direct, Plan & Improve`¢ The `High Velocity IT` manuscript, syllabus, glossary and diagram pack remain unchanged¢ Practices Overviews and the product brochure remain unchanged¢ An up-to-date Quick Reference Guide with all the information you need¢ Updated Core Manuscripts, for `Create, Deliver & Support`, `Drive Stakeholder Value` and `Direct, Plan & Improve`¢ While the changes are quite large, they have been made for streamlining or refinement only¢ There have been no changes to the examinable content or the key concepts
Описание: Meeting students’ basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students’ academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students’ Needs explores the factors that both enable and constrain teachers in their efforts to meet students’ needs and the consequences of how schools organize this work on teachers’ labor and students’ learning.
Описание: Meeting students’ basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students’ academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students’ Needs explores the factors that both enable and constrain teachers in their efforts to meet students’ needs and the consequences of how schools organize this work on teachers’ labor and students’ learning.
Автор: Husband Charles Название: Lived Diversities ISBN: 1447315642 ISBN-13(EAN): 9781447315643 Издательство: Policy Press Рейтинг: Цена: 11995.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Focusing on multi-ethnic interaction in an inner city area, this book addresses difficult issues that are often simplistically and negatively portrayed, challenging the stereotypical denigration of inner city life, and Muslim communities in particular.
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