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Author: Gregory K. Ingram Publisher: ISBN: 9781558443075 Category : Education Languages : en Pages : 449
Book Description
"Addresses links between K-12 education, location, and land, and effects on racial, ethnic, and socioeconomic segregation; academic achievement; and equality of opportunity. Topics include: expanding school choice, charter schools, and homeschooling; property taxes, school finance, and alternative revenue sources; the structure of school districts; transportation to school; effects of school location; and the role of housing policies"--
Author: Gregory K. Ingram Publisher: ISBN: 9781558443075 Category : Education Languages : en Pages : 449
Book Description
"Addresses links between K-12 education, location, and land, and effects on racial, ethnic, and socioeconomic segregation; academic achievement; and equality of opportunity. Topics include: expanding school choice, charter schools, and homeschooling; property taxes, school finance, and alternative revenue sources; the structure of school districts; transportation to school; effects of school location; and the role of housing policies"--
Author: Gregory K. Ingram Publisher: ISBN: 9781558442894 Category : Education Languages : en Pages : 0
Book Description
"Addresses links between K-12 education, location, and land, and effects on racial, ethnic, and socioeconomic segregation; academic achievement; and equality of opportunity. Topics include: expanding school choice, charter schools, and homeschooling; property taxes, school finance, and alternative revenue sources; the structure of school districts; transportation to school; effects of school location; and the role of housing policies"--
Author: Kate McCoy Publisher: Routledge ISBN: 1317329600 Category : Education Languages : en Pages : 156
Book Description
This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.
Author: Colin Brock Publisher: Bloomsbury Publishing ISBN: 1474223257 Category : Education Languages : en Pages : 238
Book Description
Geography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical factors influencing formal education systems and other forms of knowledge transfer. Colin Brock begins by arguing the theoretical synergy that exists between the nature of both geography and educational studies as disciplines. This is then exemplified by an analysis of the emergence of systems of schooling under the influence of religious, political and economic forces. The author also considers informal and non-formal modes of education, and argues that the huge diversity of such provision creates a rich resource for research into geographies of education. In the final chapters the author turns his attention to the role of cyberspace, which has its own geography, in learning, and considers education as a form of humanitarian response to issues of environmental sustainability. By bringing together a wide range of themes and topics relating to both education and geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world.
Author: Jason Garnham Publisher: ISBN: Category : School sites Languages : en Pages : 105
Book Description
Public schools are some of our communities' most important and costly infrastructures assets. School location affects transportation choices, property values, and student health and achievement, and is implicated in increasing urban sprawl and economic and racial geographic inequality. Yet, school districts operate independent of the municipalities in which they serve, limiting interaction and coordination in planning and siting school facilities. Schools, consequently, are generally overlooked in planning research and practice. This leads to the question: How are public school siting decisions made? And, how do they overlap with planning goals? To answer this question, semi-structured interviews were conducted with officials from fifteen school districts in the Puget Sound region, providing open-ended narratives for a qualitative analysis exploring this poorly understood topic. Despite the regional context of state-required coordinated planning for capital facilities, the narratives reveal that land availability and cost, coupled with perceived site acreage and community facilities needs, are the primary factors influencing school location. School siting is largely a technical process undertaken by consultants and facilities experts. Further, school districts' reliance on voter-approved bond financing inhibits long-term planning and prevents prioritization of broader location criteria. Competing for land in a competitive market, school districts are challenged to sell the higher cost of prime, centrally-locates sites to their voters, pushing schools to less desirable areas. In light of the constraints faced by school districts, local and regional planning goals are more likely to be achieved when schools are systematically included in land use planning processes. The lesson learned from case examples is that locating schools to best meet community needs depends on stakeholder engagement and cooperative interaction between school districts and municipalities. The data reveals that coordination and interaction between districts, municipalities, and citizens increases when school districts face pressure induced by enrollment growth and limited availability of land. Sub-area Master plans and economic development plans also present special opportunities to forge lasting partnerships. Ultimately, as costly and critical infrastructure, school sites should be chosen to according to a variety of criteria, using the same processes that guide development of other facilities and services deemed necessary for maintaining and improving the sustainability, economic vitality, and quality of life in our communities.
Author: Gregory K. Ingram
Author: Gregory K. Ingram
Author: Gregory K. Ingram
Author: Kate McCoy
Author: Harry Christopher Humphreys
Author: 
Author: Colin Brock
Author: United States. Office of Education. Vocational division
Author: Jason Garnham
Author: United States. Office of Education
Author: San Francisco (Calif.). Board of Education