Ira W. Lit
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300105797
- eISBN:
- 9780300153279
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300105797.003.0007
- Subject:
- Sociology, Education
This chapter focuses on the general perceptions of parents, teachers, and administrators about the Canford Program. First, it discusses the reasons why parents chose to send their children to Arbor ...
More
This chapter focuses on the general perceptions of parents, teachers, and administrators about the Canford Program. First, it discusses the reasons why parents chose to send their children to Arbor Town schools. It then describes how the Arbor Town administrators view the program as well. Finally, the chapter discusses why teachers are relatively uninformed about the program and its participants.Less
This chapter focuses on the general perceptions of parents, teachers, and administrators about the Canford Program. First, it discusses the reasons why parents chose to send their children to Arbor Town schools. It then describes how the Arbor Town administrators view the program as well. Finally, the chapter discusses why teachers are relatively uninformed about the program and its participants.
Ira W. Lit
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300105797
- eISBN:
- 9780300153279
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300105797.003.0002
- Subject:
- Sociology, Education
This chapter presents the history and background of the Canford Program. It also discusses the legal case brought about by several individuals asking for increased integration in local schools and ...
More
This chapter presents the history and background of the Canford Program. It also discusses the legal case brought about by several individuals asking for increased integration in local schools and describes the major goals of the settlement agreement. The chapter highlights the implementation of the Canford Voluntary Transfer Program, which allows students to transfer out of the South Bay City School District into Arbor Town.Less
This chapter presents the history and background of the Canford Program. It also discusses the legal case brought about by several individuals asking for increased integration in local schools and describes the major goals of the settlement agreement. The chapter highlights the implementation of the Canford Voluntary Transfer Program, which allows students to transfer out of the South Bay City School District into Arbor Town.
Ira W. Lit
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300105797
- eISBN:
- 9780300153279
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300105797.003.0001
- Subject:
- Sociology, Education
The Canford Program is an interdistrict transfer and desegregation program that provides opportunities for families of minority students from an impoverished and poor-performing district to transfer ...
More
The Canford Program is an interdistrict transfer and desegregation program that provides opportunities for families of minority students from an impoverished and poor-performing district to transfer into a neighboring school district that is well-resourced and high achieving. This book explores the common elements in the experiences of students participating in the Canford Program. It focuses on the experiences of Canford students attending schools in Arbor Town and the outcomes and impact of the program itself.Less
The Canford Program is an interdistrict transfer and desegregation program that provides opportunities for families of minority students from an impoverished and poor-performing district to transfer into a neighboring school district that is well-resourced and high achieving. This book explores the common elements in the experiences of students participating in the Canford Program. It focuses on the experiences of Canford students attending schools in Arbor Town and the outcomes and impact of the program itself.
Ira W. Lit
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300105797
- eISBN:
- 9780300153279
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300105797.003.0003
- Subject:
- Sociology, Education
The Canford Program relies on buses as the primary means of transportation by children from South Bay City to Arbor Town schools. This chapter describes a typical bus ride of the Canford students, ...
More
The Canford Program relies on buses as the primary means of transportation by children from South Bay City to Arbor Town schools. This chapter describes a typical bus ride of the Canford students, often referred to as Bus Kids, and examines how the bus plays the significant role it plays in their lives.Less
The Canford Program relies on buses as the primary means of transportation by children from South Bay City to Arbor Town schools. This chapter describes a typical bus ride of the Canford students, often referred to as Bus Kids, and examines how the bus plays the significant role it plays in their lives.
Ira W. Lit
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300105797
- eISBN:
- 9780300153279
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300105797.003.0008
- Subject:
- Sociology, Education
This chapter examines the teaching styles of Arbor Town teachers. It describes a typical day in the classrooms of two teachers: Theresa, a modern traditionalist and Patricia, an old-fashioned ...
More
This chapter examines the teaching styles of Arbor Town teachers. It describes a typical day in the classrooms of two teachers: Theresa, a modern traditionalist and Patricia, an old-fashioned progressivist. The chapter also discusses the features of a teaching style that is relevant to students participating in the Canford Program.Less
This chapter examines the teaching styles of Arbor Town teachers. It describes a typical day in the classrooms of two teachers: Theresa, a modern traditionalist and Patricia, an old-fashioned progressivist. The chapter also discusses the features of a teaching style that is relevant to students participating in the Canford Program.
