Christopher Bjork
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226309385
- eISBN:
- 9780226309552
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226309552.003.0005
- Subject:
- Education, Educational Policy and Politics
Chapter five looks closely at the specific challenges relaxed education presented to Japanese elementary schools, and documents their impact on the learning opportunities provided to children. ...
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Chapter five looks closely at the specific challenges relaxed education presented to Japanese elementary schools, and documents their impact on the learning opportunities provided to children. Evidence presented in this chapter indicates that elementary school teachers cultivated the academic abilities and mental dispositions identified by both conservative and progressive critics as those required for success in contemporary society. The analysis provided indicates that elementary teachers managed to meet the goals for yutori kyoiku precisely because they were not subject to the examination pressures pervasive in secondary schools.Less
Chapter five looks closely at the specific challenges relaxed education presented to Japanese elementary schools, and documents their impact on the learning opportunities provided to children. Evidence presented in this chapter indicates that elementary school teachers cultivated the academic abilities and mental dispositions identified by both conservative and progressive critics as those required for success in contemporary society. The analysis provided indicates that elementary teachers managed to meet the goals for yutori kyoiku precisely because they were not subject to the examination pressures pervasive in secondary schools.
Soyon Jung and Lori K. Holleran
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195370591
- eISBN:
- 9780199893508
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195370591.003.0002
- Subject:
- Social Work, Children and Families
Substance use/abuse is usually perceived as a problem of the adult and adolescent population and seldom seriously examined with regard to elementary school children. According to the Parents' ...
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Substance use/abuse is usually perceived as a problem of the adult and adolescent population and seldom seriously examined with regard to elementary school children. According to the Parents' Resource Institute for Drug Education, however, it is not uncommon among elementary school children to experiment with various substances. This chapter presents an overview of selective prevention interventions, a risk and protective factor paradigm, and two examples of evidence-based programs, the Strengthening Families Program (SFP) and Positive Action (PA). The two programs illustrate how preventive intervention can address risk, enhance protective factors, and be effectively implemented at school settings. Practical guidelines are presented for school social workers and other school mental health professionals who envision substance use/abuse prevention targeting elementary school children.Less
Substance use/abuse is usually perceived as a problem of the adult and adolescent population and seldom seriously examined with regard to elementary school children. According to the Parents' Resource Institute for Drug Education, however, it is not uncommon among elementary school children to experiment with various substances. This chapter presents an overview of selective prevention interventions, a risk and protective factor paradigm, and two examples of evidence-based programs, the Strengthening Families Program (SFP) and Positive Action (PA). The two programs illustrate how preventive intervention can address risk, enhance protective factors, and be effectively implemented at school settings. Practical guidelines are presented for school social workers and other school mental health professionals who envision substance use/abuse prevention targeting elementary school children.
D. H. Akenson, Sean Farren, and John Coolahan
- Published in print:
- 2003
- Published Online:
- October 2011
- ISBN:
- 9780198217527
- eISBN:
- 9780191678240
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198217527.003.0024
- Subject:
- History, British and Irish Modern History
During most of the twentieth century there was no such thing as an Irish educational system. Instead, one must speak of education in the two parts of Ireland. Although the two systems sprang from a ...
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During most of the twentieth century there was no such thing as an Irish educational system. Instead, one must speak of education in the two parts of Ireland. Although the two systems sprang from a common stem, they diverged sharply, each being moulded according to the social and political contours of its own constituency. The Londonderry Act of 1923 provided the basic framework for Ulster education until 1947. The former national schools became known as ‘primary schools’ and as ‘public elementary schools’, and it became common to refer to the former intermediate institutions as ‘secondary schools’. The most important provision of the Londonderry act was to establish ‘regional education committees’ as subcommittees of county councils and of county borough councils. Confusingly, while these committees controlled educational policy in their respective areas, they neither controlled the individual schools, nor did they set the education rates, which were set by the county and county-borough councils.Less
During most of the twentieth century there was no such thing as an Irish educational system. Instead, one must speak of education in the two parts of Ireland. Although the two systems sprang from a common stem, they diverged sharply, each being moulded according to the social and political contours of its own constituency. The Londonderry Act of 1923 provided the basic framework for Ulster education until 1947. The former national schools became known as ‘primary schools’ and as ‘public elementary schools’, and it became common to refer to the former intermediate institutions as ‘secondary schools’. The most important provision of the Londonderry act was to establish ‘regional education committees’ as subcommittees of county councils and of county borough councils. Confusingly, while these committees controlled educational policy in their respective areas, they neither controlled the individual schools, nor did they set the education rates, which were set by the county and county-borough councils.
Hester Barron
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780199575046
- eISBN:
- 9780191722196
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199575046.003.0006
- Subject:
- History, British and Irish Modern History
The first half of this chapter considers the influence of school life on County Durham's pit village communities, examining the extent to which elementary schools were absorbed into the dominant ...
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The first half of this chapter considers the influence of school life on County Durham's pit village communities, examining the extent to which elementary schools were absorbed into the dominant culture shaped by pit and union lodge. The second half explores the wider implications of education, which might also affect the way in which both children and adults viewed their surroundings, through the aspirations created and the social mobility engendered. The chapter concludes that education could never be wholly divorced from the concerns of the local community. During 1926, in villages in which the vast majority of the population were on strike, the schools themselves became an integral part of the strikers' defence.Less
The first half of this chapter considers the influence of school life on County Durham's pit village communities, examining the extent to which elementary schools were absorbed into the dominant culture shaped by pit and union lodge. The second half explores the wider implications of education, which might also affect the way in which both children and adults viewed their surroundings, through the aspirations created and the social mobility engendered. The chapter concludes that education could never be wholly divorced from the concerns of the local community. During 1926, in villages in which the vast majority of the population were on strike, the schools themselves became an integral part of the strikers' defence.
G. R. Searle
- Published in print:
- 1993
- Published Online:
- October 2011
- ISBN:
- 9780198203575
- eISBN:
- 9780191675874
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198203575.003.0008
- Subject:
- History, British and Irish Modern History
According to Harold Perkin, the 1870 Education Act (along with the 1862 Revised Code) in Britain provided the ideal entrepreneurial education for a docile and permanent labour force. The author of ...
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According to Harold Perkin, the 1870 Education Act (along with the 1862 Revised Code) in Britain provided the ideal entrepreneurial education for a docile and permanent labour force. The author of that Act, W. E. Forster, was a businessman Radical who had recently been highly active in the Chambers of Commerce movement. However, educational historians now generally agree that the main catalyst for the 1870 Act was not economic pressure. More important was the discovery, from a survey of Manchester, that the country was probably less well provided with elementary schools than the ‘experts’ had previously supposed. This chapter explores whether the principles of the entrepreneurial Radicals were capable of being applied to educational problems, voluntaryism and the creation of an educational market, secularism and education, public subsidy for church schools, capitalism as a goal of education, and entrepreneurial Radicals' views on higher education.Less
According to Harold Perkin, the 1870 Education Act (along with the 1862 Revised Code) in Britain provided the ideal entrepreneurial education for a docile and permanent labour force. The author of that Act, W. E. Forster, was a businessman Radical who had recently been highly active in the Chambers of Commerce movement. However, educational historians now generally agree that the main catalyst for the 1870 Act was not economic pressure. More important was the discovery, from a survey of Manchester, that the country was probably less well provided with elementary schools than the ‘experts’ had previously supposed. This chapter explores whether the principles of the entrepreneurial Radicals were capable of being applied to educational problems, voluntaryism and the creation of an educational market, secularism and education, public subsidy for church schools, capitalism as a goal of education, and entrepreneurial Radicals' views on higher education.
Merle Froschl and Barbara Sprung
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199755011
- eISBN:
- 9780199918867
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199755011.003.0012
- Subject:
- Psychology, Developmental Psychology
In many countries around the world, boys are not faring as well as girls academically. The lack of success that young boys are experiencing is a gender equity issue, and calls for the intentional ...
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In many countries around the world, boys are not faring as well as girls academically. The lack of success that young boys are experiencing is a gender equity issue, and calls for the intentional focus and concerted effort that has worked so well over the past several decades to address inequities in girls’ education. This chapter synthesizes research from the United States and from countries around the world that documents the difficulties that boys are experiencing in school and the strategies that are being employed to remedy the situation. It focuses in particular on how boys are faring in the increasingly academic, teacher-directed approach to early childhood education. Drawing on evidence from programs from nations and states around the world, it goes on to propose strategies to reduce the negative educational outcomes that disproportionately affect boys during the early years and beyond.Less
In many countries around the world, boys are not faring as well as girls academically. The lack of success that young boys are experiencing is a gender equity issue, and calls for the intentional focus and concerted effort that has worked so well over the past several decades to address inequities in girls’ education. This chapter synthesizes research from the United States and from countries around the world that documents the difficulties that boys are experiencing in school and the strategies that are being employed to remedy the situation. It focuses in particular on how boys are faring in the increasingly academic, teacher-directed approach to early childhood education. Drawing on evidence from programs from nations and states around the world, it goes on to propose strategies to reduce the negative educational outcomes that disproportionately affect boys during the early years and beyond.
Stephanie M. Jones, Joshua L. Brown, and J. Lawrence Aber
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195327892
- eISBN:
- 9780199301478
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195327892.003.0004
- Subject:
- Psychology, Clinical Child Psychology / School Psychology
This chapter focuses on the classroom context as a primary setting for positive youth development. It highlights the theory and evaluations of two programs that aim to promote caring classroom ...
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This chapter focuses on the classroom context as a primary setting for positive youth development. It highlights the theory and evaluations of two programs that aim to promote caring classroom communities and positive youth development through a focus on teachers' professional development and the implementation of a social and emotional learning (SEL) curriculum. It begins with a discussion of the programs' theory of change, which emphasizes the role of teachers' own SEL skills and everyday interactions with colleagues and students in promoting a positive and effective classroom climate and, ultimately, positive youth development. This discussion is followed by a description of a theory of the classroom setting as a dynamic system of four interconnected elements related to positive youth development. Each of these domains is reviewed including its research base, examples of intervention activities, and assessment tools used in the research.Less
This chapter focuses on the classroom context as a primary setting for positive youth development. It highlights the theory and evaluations of two programs that aim to promote caring classroom communities and positive youth development through a focus on teachers' professional development and the implementation of a social and emotional learning (SEL) curriculum. It begins with a discussion of the programs' theory of change, which emphasizes the role of teachers' own SEL skills and everyday interactions with colleagues and students in promoting a positive and effective classroom climate and, ultimately, positive youth development. This discussion is followed by a description of a theory of the classroom setting as a dynamic system of four interconnected elements related to positive youth development. Each of these domains is reviewed including its research base, examples of intervention activities, and assessment tools used in the research.
Marina Umaschi Bers
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199757022
- eISBN:
- 9780199933037
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199757022.003.0003
- Subject:
- Psychology, Developmental Psychology, Social Psychology
This chapter starts by introducing the metaphor of parks as spaces where children can develop and master skills, make their own choices based on personal interests and engage socially within ...
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This chapter starts by introducing the metaphor of parks as spaces where children can develop and master skills, make their own choices based on personal interests and engage socially within boundaries. The chapter explores how the developmental needs of elementary school children, which were traditionally expressed in the park, are negotiated through the use of websites, video games and virtual worlds in our digital landscape. Most of these multimedia parks engage youth in developing digital media literacy skills and can serve as platforms to help children become fluent with technology and learn skills advocated by internet safety movements. The chapter concludes by proposing a vivid metaphor of what kinds of design features should parents and educators look for in multimedia parks to ensure the best uses of technology for meeting developmental milestones.Less
This chapter starts by introducing the metaphor of parks as spaces where children can develop and master skills, make their own choices based on personal interests and engage socially within boundaries. The chapter explores how the developmental needs of elementary school children, which were traditionally expressed in the park, are negotiated through the use of websites, video games and virtual worlds in our digital landscape. Most of these multimedia parks engage youth in developing digital media literacy skills and can serve as platforms to help children become fluent with technology and learn skills advocated by internet safety movements. The chapter concludes by proposing a vivid metaphor of what kinds of design features should parents and educators look for in multimedia parks to ensure the best uses of technology for meeting developmental milestones.
Charles Fowler
- Published in print:
- 2001
- Published Online:
- October 2011
- ISBN:
- 9780195148336
- eISBN:
- 9780199849154
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195148336.003.0009
- Subject:
- Music, Philosophy of Music
The erosion of the arts in American elementary schools is pervasive. Although music and visual arts programs in grades one through six exist in most schools, the time allotted to them has dropped ...
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The erosion of the arts in American elementary schools is pervasive. Although music and visual arts programs in grades one through six exist in most schools, the time allotted to them has dropped alarmingly during the past three decades. Opportunities to study the other arts are meager. The situation in the performing arts is bleak. For example, in dance, almost 93% of elementary schools do not offer the subject, and when it is offered it is generally taught by a physical education teacher rather than a certified dance specialist. The situation is similar in drama/theater. Almost 84% of elementary schools do not have a drama/theater program as such, although classroom teachers frequently dramatize stories or use dramatic activities in teaching subjects other than drama/theater. Equality of opportunity remains one of the fundamental principles of education in the United States. However individually, the arts are seldom accorded equal treatment in the school curriculum, with music and visual arts being far more prevalent than dance, media arts, theater, or creative writing.Less
The erosion of the arts in American elementary schools is pervasive. Although music and visual arts programs in grades one through six exist in most schools, the time allotted to them has dropped alarmingly during the past three decades. Opportunities to study the other arts are meager. The situation in the performing arts is bleak. For example, in dance, almost 93% of elementary schools do not offer the subject, and when it is offered it is generally taught by a physical education teacher rather than a certified dance specialist. The situation is similar in drama/theater. Almost 84% of elementary schools do not have a drama/theater program as such, although classroom teachers frequently dramatize stories or use dramatic activities in teaching subjects other than drama/theater. Equality of opportunity remains one of the fundamental principles of education in the United States. However individually, the arts are seldom accorded equal treatment in the school curriculum, with music and visual arts being far more prevalent than dance, media arts, theater, or creative writing.
Gregory Starrett
- Published in print:
- 1998
- Published Online:
- May 2012
- ISBN:
- 9780520209268
- eISBN:
- 9780520919303
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520209268.003.0003
- Subject:
- Anthropology, Middle Eastern Cultural Anthropology
This chapter outlines Egypt's response to the professionalization of teaching and educational administration during the twentieth century. It takes a look at how the expansion of schooling as a ...
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This chapter outlines Egypt's response to the professionalization of teaching and educational administration during the twentieth century. It takes a look at how the expansion of schooling as a social institution, along with its accompanying theoretical elaboration, affected ideas on the nature and transmission of Islamic religious culture. The chapter studies the reactions and responsibilities toward mass education, the “four Rs” of the Egyptian elementary school program, and education during the Nasser Years, also discussing the effect of Anwar Sadat's leadership in elementary education and how religion was taught in postprimary schools.Less
This chapter outlines Egypt's response to the professionalization of teaching and educational administration during the twentieth century. It takes a look at how the expansion of schooling as a social institution, along with its accompanying theoretical elaboration, affected ideas on the nature and transmission of Islamic religious culture. The chapter studies the reactions and responsibilities toward mass education, the “four Rs” of the Egyptian elementary school program, and education during the Nasser Years, also discussing the effect of Anwar Sadat's leadership in elementary education and how religion was taught in postprimary schools.
