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Author: David Scott Publisher: UCL Press ISBN: 1787350762 Category : Education Languages : en Pages : 182
Book Description
Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world.
Author: David Scott Publisher: UCL Press ISBN: 1787350762 Category : Education Languages : en Pages : 182
Book Description
Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world.
Author: Angela Valenzuela Publisher: State University of New York Press ISBN: 1438422628 Category : Education Languages : en Pages : 349
Book Description
Winner of the 2000 Outstanding Book Award presented by the American Educational Research Association Winner of the 2001 American Educational Studies Association Critics' Choice Award Honorable Mention, 2000 Gustavus Myers Outstanding Book Awards Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.
Author: Fernando M Reimers Publisher: ISBN: 9781013277009 Category : Education Languages : en Pages : 256
Book Description
This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
Author: Fernando M. Reimers Publisher: Springer Nature ISBN: 9811521379 Category : Education Languages : en Pages : 140
Book Description
This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students’ curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers’ capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.
Author: V. MacDonald Publisher: Springer ISBN: 1403982805 Category : Education Languages : en Pages : 373
Book Description
Winner of a 2005 Critics Choice Award fromThe American Educational Studies Association, this is a groundbreaking collection of oral histories, letters, interviews, and governmental reports related to the history of Latino education in the US. Victoria-María MacDonald examines the intersection of history, Latino culture, and education while simultaneously encouraging undergraduates and graduate students to reexamine their relationship to the world of education and their own histories.
Author: Fernando M. Reimers Publisher: Springer Nature ISBN: 3030570398 Category : Education Languages : en Pages : 198
Book Description
This open access book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development. The study includes system level reforms in jurisdictions where students achieve high levels in international assessments of basic literacies, such as Singapore and Ontario, Canada, as well as in nations where students achieve much lower levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The chapters examine system-level reforms that focus on strengthening the capacity to teach the basics, as in Ontario and Pakistan, as well as reforms that aim at building the capacity to teach a much broader set of competencies and skills, such as Kenya, Mexico, Singapore and Zimbabwe. The volume includes systems at very different levels of spending per student and reforms at various points in the cycle of policy implementation, some just starting, some struggling to survive a governmental transition, and others that have been in place for an extended period of time. From the comparative study of these reforms, we aim to provide an understanding of how to build the capacity of education systems to teach 21st century skills at scale in diverse settings.
Author: Axel Rivas Publisher: Routledge ISBN: 1000515699 Category : Education Languages : en Pages : 231
Book Description
This book synthesizes and analyzes the complex map of educational reforms in Latin America in the first two decades of the 21st century. The book offers insights into the agendas, processes and political economy of educational reforms in Argentina, Brazil, Chile, Colombia, Mexico and Peru. Written by renowned contributors from each country, chapters present systematic, critical and reflective accounts of an intense period of education reforms. The book fills a gap in educational research and provides a systematic study that compares the cases analyzed. The first broad, comparative collection of its kind, the book is well-suited to courses in international and comparative education policy.
Author: Fernando M. Reimers Publisher: Springer Nature ISBN: 3030815005 Category : Education Languages : en Pages : 467
Book Description
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Author: Guadalupe San Miguel Publisher: Texas A&M University Press ISBN: 160344937X Category : Education Languages : en Pages : 258
Book Description
Much of the history of Mexican American educational reform efforts has focused on campaigns to eliminate discrimination in public schools. However, as historian Guadalupe San Miguel demonstrates in Chicana/o Struggles for Education: Activisim in the Community, the story is much broader and more varied than that. While activists certainly challenged discrimination, they also worked for specific public school reforms and sought private schooling opportunities, utilizing new patterns of contestation and advocacy. In documenting and reviewing these additional strategies, San Miguel’s nuanced overview and analysis offers enhanced insight into the quest for equal educational opportunity to new generations of students. San Miguel addresses questions such as what factors led to change in the 1960s and in later years; who the individuals and organizations were that led the movements in this period and what motivated them to get involved; and what strategies were pursued, how they were chosen, and how successful they were. He argues that while Chicana/o activists continued to challenge school segregation in the 1960s as earlier generations had, they broadened their efforts to address new concerns such as school funding, testing, English-only curricula, the exclusion of undocumented immigrants, and school closings. They also advocated cultural pride and memory, inclusion of the Mexican American community in school governance, and opportunities to seek educational excellence in private religious, nationalist, and secular schools. The profusion of strategies has not erased patterns of de facto segregation and unequal academic achievement, San Miguel concludes, but it has played a key role in expanding educational opportunities. The actions he describes have expanded, extended, and diversified the historic struggle for Mexican American education.
Author: David Scott
Author: David Scott
Author: Angela Valenzuela
Author: United States. Education Office
Author: Fernando M Reimers
Author: Fernando M. Reimers
Author: V. MacDonald
Author: Fernando M. Reimers
Author: Axel Rivas
Author: Fernando M. Reimers
Author: Guadalupe San Miguel