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.
Catherine Robson
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691119366
- eISBN:
- 9781400845156
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691119366.003.0003
- Subject:
- Literature, Criticism/Theory
This chapter focuses on the poem, “Casabianca,” by Felicia Hemans, which presents the spectacle of a child sailor who is blown to pieces because his sense of duty keeps him standing on deck during ...
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This chapter focuses on the poem, “Casabianca,” by Felicia Hemans, which presents the spectacle of a child sailor who is blown to pieces because his sense of duty keeps him standing on deck during the bombardment of his ship. This poem is used as a lens to examine the processes whereby the performance of poetry in Britain's elementary schools forged short-term and long-term bodily relationships between individuals and measured language. Looking, among other things, at the history of corporal punishment within mass education, the chapter considers not only what happened to children, but also to poems with regular rhythms, during the process of enforced recitation. The fragmented survival of “Casabianca” in popular consciousness today, this chapter argues, is the last remaining trace of its pedagogical past, of a time when poetry was experienced in and through the body.Less
This chapter focuses on the poem, “Casabianca,” by Felicia Hemans, which presents the spectacle of a child sailor who is blown to pieces because his sense of duty keeps him standing on deck during the bombardment of his ship. This poem is used as a lens to examine the processes whereby the performance of poetry in Britain's elementary schools forged short-term and long-term bodily relationships between individuals and measured language. Looking, among other things, at the history of corporal punishment within mass education, the chapter considers not only what happened to children, but also to poems with regular rhythms, during the process of enforced recitation. The fragmented survival of “Casabianca” in popular consciousness today, this chapter argues, is the last remaining trace of its pedagogical past, of a time when poetry was experienced in and through the body.
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.
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.
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.
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.
David R. Ambaras
- Published in print:
- 2005
- Published Online:
- May 2012
- ISBN:
- 9780520245792
- eISBN:
- 9780520932203
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520245792.003.0003
- Subject:
- Anthropology, Asian Cultural Anthropology
This chapter discusses the adjustment of the lower classes. It notes that despite the reformers' humanitarian intentions, they tended to view the lower classes through their own prejudices and ...
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This chapter discusses the adjustment of the lower classes. It notes that despite the reformers' humanitarian intentions, they tended to view the lower classes through their own prejudices and offered benefits that did not meet the needs of their clients. The first section of the chapter takes a look at the social problems and social knowledge that were present at the start of the twentieth century, followed by a description of street urchins and the problem of the lower-class society. From there, the discussion shifts to the reformatory law and reformatory movement, which were enacted for the treatment of juvenile offenders, and also looks at reformatories in both practice and theory, and the special elementary schools that were built in Tokyo.Less
This chapter discusses the adjustment of the lower classes. It notes that despite the reformers' humanitarian intentions, they tended to view the lower classes through their own prejudices and offered benefits that did not meet the needs of their clients. The first section of the chapter takes a look at the social problems and social knowledge that were present at the start of the twentieth century, followed by a description of street urchins and the problem of the lower-class society. From there, the discussion shifts to the reformatory law and reformatory movement, which were enacted for the treatment of juvenile offenders, and also looks at reformatories in both practice and theory, and the special elementary schools that were built in Tokyo.
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.
Christopher J. Phillips
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780226184968
- eISBN:
- 9780226185019
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226185019.003.0005
- Subject:
- History, History of Science, Technology, and Medicine
This chapter shifts the focus from the design of model textbooks to the movement of actual textbooks from the drawing boards of university mathematicians to the desks of American schoolrooms in the ...
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This chapter shifts the focus from the design of model textbooks to the movement of actual textbooks from the drawing boards of university mathematicians to the desks of American schoolrooms in the 1960s. Curriculum reformers relied on legions of testing sites, rapid redrafting of preliminary editions, and close connections with commercial publishers to overcome the traditional barriers to large-scale reform. Using educational journals, textbook publishing records, and school board archives, this chapter examines how the new math revolutionized the content of American mathematics education, and in particular the way the process in high schools substantively differed from that in elementary schools. Such distinctions were not widely noted at the time because in both settings proponents justified reform by claiming “modern” math was needed to train students to be able to solve the problems of the modern world.Less
This chapter shifts the focus from the design of model textbooks to the movement of actual textbooks from the drawing boards of university mathematicians to the desks of American schoolrooms in the 1960s. Curriculum reformers relied on legions of testing sites, rapid redrafting of preliminary editions, and close connections with commercial publishers to overcome the traditional barriers to large-scale reform. Using educational journals, textbook publishing records, and school board archives, this chapter examines how the new math revolutionized the content of American mathematics education, and in particular the way the process in high schools substantively differed from that in elementary schools. Such distinctions were not widely noted at the time because in both settings proponents justified reform by claiming “modern” math was needed to train students to be able to solve the problems of the modern world.
Stephanie A. Siler and David Klahr
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199753628
- eISBN:
- 9780199950027
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199753628.003.0007
- Subject:
- Psychology, Cognitive Psychology, Social Psychology
Students come to science classes with preconceptions about the natural world and ways to explore that world to learn more about it. Students' prior beliefs may distort their understanding of how to ...
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Students come to science classes with preconceptions about the natural world and ways to explore that world to learn more about it. Students' prior beliefs may distort their understanding of how to design an experiment and also its purpose: to identify causal factors. These prior beliefs influence students' reasoning about experimentation, leading them to misconstrue instruction aimed at teaching them about the core component of experimental design: the Control of Variables Strategy (CVS). Many students erroneously interpret the instructional goal as to teach them some domain-specific knowledge or to produce a desired effect, rather than as how to execute a domain-general procedure for designing experiments. The behavior of late-elementary and middle school students is examined to categorize common misconceptions about the goal of the CVS instruction, describe how those misconceptions led to delays or failures in learning CVS, and suggest instructional procedures that can be used to remediate the misconceptions.Less
Students come to science classes with preconceptions about the natural world and ways to explore that world to learn more about it. Students' prior beliefs may distort their understanding of how to design an experiment and also its purpose: to identify causal factors. These prior beliefs influence students' reasoning about experimentation, leading them to misconstrue instruction aimed at teaching them about the core component of experimental design: the Control of Variables Strategy (CVS). Many students erroneously interpret the instructional goal as to teach them some domain-specific knowledge or to produce a desired effect, rather than as how to execute a domain-general procedure for designing experiments. The behavior of late-elementary and middle school students is examined to categorize common misconceptions about the goal of the CVS instruction, describe how those misconceptions led to delays or failures in learning CVS, and suggest instructional procedures that can be used to remediate the misconceptions.
Tracy E. K'Meyer
- Published in print:
- 2013
- Published Online:
- July 2014
- ISBN:
- 9781469607085
- eISBN:
- 9781469612553
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469607085.003.0004
- Subject:
- History, African-American History
This chapter describes the ongoing issues with respect to support for desegregation from the 1980s until the spring of 2007. The erosion of support for school desegregation began at the top, with ...
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This chapter describes the ongoing issues with respect to support for desegregation from the 1980s until the spring of 2007. The erosion of support for school desegregation began at the top, with presidents and federal judges setting the tone. A series of Supreme Court decisions during the late 1980s reversed this history of successful desegregation. The process began in 1986 when black parents in Norfolk, Virginia, challenged a school board plan to end busing and create segregated neighborhood elementary schools. The Supreme Court upheld the school board. To tell this story, the chapter is divided into three sections representing three phases of the battle over school desegregation during this period.Less
This chapter describes the ongoing issues with respect to support for desegregation from the 1980s until the spring of 2007. The erosion of support for school desegregation began at the top, with presidents and federal judges setting the tone. A series of Supreme Court decisions during the late 1980s reversed this history of successful desegregation. The process began in 1986 when black parents in Norfolk, Virginia, challenged a school board plan to end busing and create segregated neighborhood elementary schools. The Supreme Court upheld the school board. To tell this story, the chapter is divided into three sections representing three phases of the battle over school desegregation during this period.
Craig A. Anderson, Douglas A. Gentile, and Katherine E. Buckley
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195309836
- eISBN:
- 9780199893393
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195309836.003.0006
- Subject:
- Psychology, Developmental Psychology
430 third- to fifth-grade children were followed across a school year to see whether children who play more violent video games early in the school year have changed to become more aggressive by the ...
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430 third- to fifth-grade children were followed across a school year to see whether children who play more violent video games early in the school year have changed to become more aggressive by the end of the school year. Researchers measured the children themselves, their peers, and their teachers. They found that both the amount and content of video games matter. The amount of game play was a significant predictor of later poor school performance. Playing violent games increased hostile attribution bias (perceiving the world as a mean place), increased verbal and physical aggression, and decreased pro-social behaviors (as measured by peers and teachers). The effects were reduced (but not eliminated) if parents set limits on the amount and content of screen media for their children.Less
430 third- to fifth-grade children were followed across a school year to see whether children who play more violent video games early in the school year have changed to become more aggressive by the end of the school year. Researchers measured the children themselves, their peers, and their teachers. They found that both the amount and content of video games matter. The amount of game play was a significant predictor of later poor school performance. Playing violent games increased hostile attribution bias (perceiving the world as a mean place), increased verbal and physical aggression, and decreased pro-social behaviors (as measured by peers and teachers). The effects were reduced (but not eliminated) if parents set limits on the amount and content of screen media for their children.
Andreas J. Stylianides
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780198723066
- eISBN:
- 9780191789588
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198723066.003.0002
- Subject:
- Mathematics, Educational Mathematics
This chapter reviews relevant literature to justify the importance of proving as early as elementary school and clarifies the meanings of “proof” and “proving” as used in the book. This chapter also ...
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This chapter reviews relevant literature to justify the importance of proving as early as elementary school and clarifies the meanings of “proof” and “proving” as used in the book. This chapter also discusses the current place of proving in school mathematics internationally, reflecting on the possible reasons for which this place tends to be marginal at both the elementary and secondary school levels. It concludes with the argument that mathematics tasks, proving tasks in particular, can play a significant role in efforts to elevate the place of proving in students’ mathematical work at elementary school and beyond.Less
This chapter reviews relevant literature to justify the importance of proving as early as elementary school and clarifies the meanings of “proof” and “proving” as used in the book. This chapter also discusses the current place of proving in school mathematics internationally, reflecting on the possible reasons for which this place tends to be marginal at both the elementary and secondary school levels. It concludes with the argument that mathematics tasks, proving tasks in particular, can play a significant role in efforts to elevate the place of proving in students’ mathematical work at elementary school and beyond.
Dan C. Lortie
- Published in print:
- 2009
- Published Online:
- February 2013
- ISBN:
- 9780226493480
- eISBN:
- 9780226493503
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226493503.003.0010
- Subject:
- Education, Early Childhood and Elementary Education
This chapter analyzes the trends that may affect the work of future elementary school principals in the U.S. It discusses the changes that occurred between two studies in Chicago and Iowa and the ...
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This chapter analyzes the trends that may affect the work of future elementary school principals in the U.S. It discusses the changes that occurred between two studies in Chicago and Iowa and the national findings released in 1998. This chapter identifies the trends that could potentially affect the management of elementary schools in the future, which include differentiated programs, the expanded use of computers, and greater competition for students. It also considers high stakes and mandated testing and their potential effects on schools and principals.Less
This chapter analyzes the trends that may affect the work of future elementary school principals in the U.S. It discusses the changes that occurred between two studies in Chicago and Iowa and the national findings released in 1998. This chapter identifies the trends that could potentially affect the management of elementary schools in the future, which include differentiated programs, the expanded use of computers, and greater competition for students. It also considers high stakes and mandated testing and their potential effects on schools and principals.
Dan C. Lortie
- Published in print:
- 2009
- Published Online:
- February 2013
- ISBN:
- 9780226493480
- eISBN:
- 9780226493503
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226493503.003.0002
- Subject:
- Education, Early Childhood and Elementary Education
This chapter explains the setting of the study of elementary school principals in the U.S. on which this volume is based. It discusses the historical setting and provides background information about ...
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This chapter explains the setting of the study of elementary school principals in the U.S. on which this volume is based. It discusses the historical setting and provides background information about the suburban schools studied. This information includes size, environmental turbulence and social composition of the schools. This chapter also mentions that the 1980s were relatively harder for principals in the suburban grade schools compared to with the explosive decades prior to the study.Less
This chapter explains the setting of the study of elementary school principals in the U.S. on which this volume is based. It discusses the historical setting and provides background information about the suburban schools studied. This information includes size, environmental turbulence and social composition of the schools. This chapter also mentions that the 1980s were relatively harder for principals in the suburban grade schools compared to with the explosive decades prior to the study.
David K. Cohen and Heather C. Hill
- Published in print:
- 2001
- Published Online:
- October 2013
- ISBN:
- 9780300089479
- eISBN:
- 9780300133349
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300089479.001.0001
- Subject:
- Sociology, Education
Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem ...
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Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. This book argues that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. The book reports that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve.Less
Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. This book argues that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. The book reports that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve.
