Chester E. Finn and Andrew E. Scanlan
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780691178721
- eISBN:
- 9780691185828
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691178721.003.0001
- Subject:
- Education, Higher and Further Education
This introductory chapter provides an overview of the Advanced Placement (AP) program. Advanced Placement is a privately operated, mostly privately financed, and almost entirely voluntary curricular ...
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This introductory chapter provides an overview of the Advanced Placement (AP) program. Advanced Placement is a privately operated, mostly privately financed, and almost entirely voluntary curricular option for high schools and their teachers and students—one that has been competently managed and adroitly led by the nonprofit, nonpartisan College Board. It has mostly avoided the politics and fads that roil contemporary American public education, even as it has gradually evolved into a significant player in the longest-running and most compelling reform impulse of all: to widen educational opportunity and foster upward mobility for disadvantaged youngsters. For several decades after its founding in the mid-twentieth century, AP was a modest venture—scarcely visible on the K–12 scene—which conferred extra advantages on a relative handful of already-fortunate kids attending a short list of exclusive private and posh suburban public high schools. Today, however, AP's profile is far higher and markedly different: A host of policies, auxiliary programs, and booster organizations have widened access to it. Not only is its scale vastly greater, its cadres are also much more diverse, both demographically and geographically, and it is being deployed strategically in many places to strengthen the secondary schooling and postsecondary prospects of poor and minority youngsters who long lacked access to high-level coursework.Less
This introductory chapter provides an overview of the Advanced Placement (AP) program. Advanced Placement is a privately operated, mostly privately financed, and almost entirely voluntary curricular option for high schools and their teachers and students—one that has been competently managed and adroitly led by the nonprofit, nonpartisan College Board. It has mostly avoided the politics and fads that roil contemporary American public education, even as it has gradually evolved into a significant player in the longest-running and most compelling reform impulse of all: to widen educational opportunity and foster upward mobility for disadvantaged youngsters. For several decades after its founding in the mid-twentieth century, AP was a modest venture—scarcely visible on the K–12 scene—which conferred extra advantages on a relative handful of already-fortunate kids attending a short list of exclusive private and posh suburban public high schools. Today, however, AP's profile is far higher and markedly different: A host of policies, auxiliary programs, and booster organizations have widened access to it. Not only is its scale vastly greater, its cadres are also much more diverse, both demographically and geographically, and it is being deployed strategically in many places to strengthen the secondary schooling and postsecondary prospects of poor and minority youngsters who long lacked access to high-level coursework.
Chester E. Finn and Andrew E. Scanlan
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780691178721
- eISBN:
- 9780691185828
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691178721.001.0001
- Subject:
- Education, Higher and Further Education
The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now ...
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The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. This book offers an account of one of the most important educational initiatives of our time. The book traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?Less
The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. This book offers an account of one of the most important educational initiatives of our time. The book traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?
Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj (eds)
- Published in print:
- 2010
- Published Online:
- March 2016
- ISBN:
- 9780814741405
- eISBN:
- 9780814786550
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741405.001.0001
- Subject:
- Education, Educational Policy and Politics
At the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and ...
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At the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and cultural terrains. There is a growing urgency to create, evaluate, and expand new models of education that are better synchronized with the realities of today's globally linked economies and societies. This book examines one such model: the ethos and practices of the Ross Schools and their incubation, promotion, and launching of new ideas and practices into public education. Over the last two decades Ross has come to articulate a systematic approach to education consciously tailored for a new era of global interdependence. This book examines some of the best practices in K-12 education in the context of an increasingly interconnected world. The chapters explore how the Ross model of education, which cultivates in students a global perspective, aligns with broader trends in the arts, humanities, and sciences in the new millennium.Less
At the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and cultural terrains. There is a growing urgency to create, evaluate, and expand new models of education that are better synchronized with the realities of today's globally linked economies and societies. This book examines one such model: the ethos and practices of the Ross Schools and their incubation, promotion, and launching of new ideas and practices into public education. Over the last two decades Ross has come to articulate a systematic approach to education consciously tailored for a new era of global interdependence. This book examines some of the best practices in K-12 education in the context of an increasingly interconnected world. The chapters explore how the Ross model of education, which cultivates in students a global perspective, aligns with broader trends in the arts, humanities, and sciences in the new millennium.
Nancy M. Trautmann, Jennifer L. Shirk, Jennifer Fee, and Marianne E. Krasny
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449116
- eISBN:
- 9780801463952
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449116.003.0013
- Subject:
- Environmental Science, Environmental Studies
This chapter explains how citizen science can foster true inquiry in the classroom, with particular emphasis on K–12 education. It considers how citizen science can be used by teachers to help their ...
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This chapter explains how citizen science can foster true inquiry in the classroom, with particular emphasis on K–12 education. It considers how citizen science can be used by teachers to help their students pose their own questions, thus bringing personal relevance and meaning to student research, inspiring interest and motivation to learn. It also discusses curricular support for inquiry in citizen science, citing as an example the Cornell Lab of Ornithology's BirdSleuth curriculum that was designed to support student participation in citizen science projects. Finally, it describes a range of materials and opportunities provided by citizen science projects in support of inquiry-based learning, including data displays and analysis tools, teacher professional development, and mentoring by scientists.Less
This chapter explains how citizen science can foster true inquiry in the classroom, with particular emphasis on K–12 education. It considers how citizen science can be used by teachers to help their students pose their own questions, thus bringing personal relevance and meaning to student research, inspiring interest and motivation to learn. It also discusses curricular support for inquiry in citizen science, citing as an example the Cornell Lab of Ornithology's BirdSleuth curriculum that was designed to support student participation in citizen science projects. Finally, it describes a range of materials and opportunities provided by citizen science projects in support of inquiry-based learning, including data displays and analysis tools, teacher professional development, and mentoring by scientists.
Carolyn T. Adams
- Published in print:
- 2014
- Published Online:
- August 2016
- ISBN:
- 9780801451621
- eISBN:
- 9780801471858
- Item type:
- book
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801451621.001.0001
- Subject:
- Sociology, Urban and Rural Studies
This book addresses the role of suburban elites in setting development agendas for urban municipalities and their larger metropolitan regions. It shows how major nongovernmental, nonmarket ...
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This book addresses the role of suburban elites in setting development agendas for urban municipalities and their larger metropolitan regions. It shows how major nongovernmental, nonmarket institutions are taking responsibility for reshaping Philadelphia, led by suburban and state elites who sit on boards and recruit like-minded suburban colleagues to join them. In Philadelphia and other American cities, Third-Sector organizations have built and expanded hospitals, universities, research centers, performing arts venues, museums, parks, and waterfronts, creating whole new districts that are expanding outward from the city's historic downtown. The book argues that suburban elites have recognized the importance of the central city to their own future and have intervened to redevelop central city land and institutions. Suburban interests and state allies have channeled critical investments in downtown development and K–12 education. The book contrasts those suburban priorities with transportation infrastructure and neighborhood redevelopment, two policy domains in which suburban elites display less strategic engagement. The book is a rich examination of the promise and difficulty of governance that is increasingly distinct from elected government and thus divorced from the usual means of democratic control within an urban municipality.Less
This book addresses the role of suburban elites in setting development agendas for urban municipalities and their larger metropolitan regions. It shows how major nongovernmental, nonmarket institutions are taking responsibility for reshaping Philadelphia, led by suburban and state elites who sit on boards and recruit like-minded suburban colleagues to join them. In Philadelphia and other American cities, Third-Sector organizations have built and expanded hospitals, universities, research centers, performing arts venues, museums, parks, and waterfronts, creating whole new districts that are expanding outward from the city's historic downtown. The book argues that suburban elites have recognized the importance of the central city to their own future and have intervened to redevelop central city land and institutions. Suburban interests and state allies have channeled critical investments in downtown development and K–12 education. The book contrasts those suburban priorities with transportation infrastructure and neighborhood redevelopment, two policy domains in which suburban elites display less strategic engagement. The book is a rich examination of the promise and difficulty of governance that is increasingly distinct from elected government and thus divorced from the usual means of democratic control within an urban municipality.
Merry E. Wiesner-Hanks
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780824865917
- eISBN:
- 9780824875626
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824865917.003.0004
- Subject:
- History, Historiography
Standards-based education reform efforts that began in the 1990s resulted in social studies standards by grade level in every single state, stretching from kindergarten to grade 12. All of these ...
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Standards-based education reform efforts that began in the 1990s resulted in social studies standards by grade level in every single state, stretching from kindergarten to grade 12. All of these standards single out history as a separate subject or strand, and many include world history as a subset within history as a whole. These standards are highly variable, idiosyncratic, and sometimes error-ridden, and they have been the source of enormous controversy. Some world history standards are completely skills-based, with only one sentence about content, and many are very Eurocentric, especially in the lists of individuals and events students should know. Recent efforts to develop better standards, such as the C3 Framework, have become embroiled in the controversy over Common Core, but because high-stakes testing is often based on state standards, world historians should get involved in improving them, and advocate for better world history teaching.Less
Standards-based education reform efforts that began in the 1990s resulted in social studies standards by grade level in every single state, stretching from kindergarten to grade 12. All of these standards single out history as a separate subject or strand, and many include world history as a subset within history as a whole. These standards are highly variable, idiosyncratic, and sometimes error-ridden, and they have been the source of enormous controversy. Some world history standards are completely skills-based, with only one sentence about content, and many are very Eurocentric, especially in the lists of individuals and events students should know. Recent efforts to develop better standards, such as the C3 Framework, have become embroiled in the controversy over Common Core, but because high-stakes testing is often based on state standards, world historians should get involved in improving them, and advocate for better world history teaching.
Albert W. Dzur
- Published in print:
- 2019
- Published Online:
- December 2018
- ISBN:
- 9780190658663
- eISBN:
- 9780190919214
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190658663.003.0003
- Subject:
- Political Science, American Politics, Political Theory
Civic engagement and service learning are now part of mainstream American education, but such programs are normally embedded in hierarchical, rule-bound, and inegalitarian institutions. Even while ...
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Civic engagement and service learning are now part of mainstream American education, but such programs are normally embedded in hierarchical, rule-bound, and inegalitarian institutions. Even while called to service outside, most students are excluded from meaningfully shaping the social environment inside their schools. This chapter examines schools embracing a different model. Democratic schools involve students in curriculum design, teaching, and institutional governance. Regular all-school advisory meetings, student-led inquiry, peer juries, and other forms of participatory conflict resolution are common in these schools. Historically linked to progressive education reforms and to student power efforts in the 1960s, contemporary democratic innovators in mainstream K-12 education are motivated by three factors seen as under threat: professional identity, academic engagement, and genuine civic education. Drawing on interviews with teachers and principals working in democratic schools across different regions, this chapter describes barriers to growth as well as available resources for sustaining long-term reform.Less
Civic engagement and service learning are now part of mainstream American education, but such programs are normally embedded in hierarchical, rule-bound, and inegalitarian institutions. Even while called to service outside, most students are excluded from meaningfully shaping the social environment inside their schools. This chapter examines schools embracing a different model. Democratic schools involve students in curriculum design, teaching, and institutional governance. Regular all-school advisory meetings, student-led inquiry, peer juries, and other forms of participatory conflict resolution are common in these schools. Historically linked to progressive education reforms and to student power efforts in the 1960s, contemporary democratic innovators in mainstream K-12 education are motivated by three factors seen as under threat: professional identity, academic engagement, and genuine civic education. Drawing on interviews with teachers and principals working in democratic schools across different regions, this chapter describes barriers to growth as well as available resources for sustaining long-term reform.
Ediberto Román and Michael A. Olivas
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814776575
- eISBN:
- 9780814776582
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814776575.003.0004
- Subject:
- History, Political History
This chapter examines the effects of undocumented immigration on local and state economies as well as the objections to immigration often made at the state or local level. It first reviews studies on ...
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This chapter examines the effects of undocumented immigration on local and state economies as well as the objections to immigration often made at the state or local level. It first reviews studies on the local impact of immigration, including the 1997–1998 National Research Council report, before discussing the notion that healthcare and K-12 education for undocumented immigrants and their families impose increased costs on state and local economies. It then considers efforts by state and local governments to implement immigration policy, such as the DREAM Act. The chapter concludes with a proposal aimed at easing the effects of undocumented immigration on states and local economies.Less
This chapter examines the effects of undocumented immigration on local and state economies as well as the objections to immigration often made at the state or local level. It first reviews studies on the local impact of immigration, including the 1997–1998 National Research Council report, before discussing the notion that healthcare and K-12 education for undocumented immigrants and their families impose increased costs on state and local economies. It then considers efforts by state and local governments to implement immigration policy, such as the DREAM Act. The chapter concludes with a proposal aimed at easing the effects of undocumented immigration on states and local economies.
David Buckingham
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780262034470
- eISBN:
- 9780262334853
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262034470.003.0011
- Subject:
- Society and Culture, Media Studies
This chapter makes the case for what and how we should teach
about media in K-12 schools and universities. The author takes a measured approach, advocating the teaching of both traditional media ...
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This chapter makes the case for what and how we should teach
about media in K-12 schools and universities. The author takes a measured approach, advocating the teaching of both traditional media criticism as well as Web 2.0 skills related to content creation and participation. Further, Buckingham urges educators to resist what he calls “techno-fetishism,” or celebrating technology in education for its own sake. Nevertheless, he acknowledges that educators who do not participate in new media culture risk losing the so-called
“right to teach” by living in a different society than that of their students.Less
This chapter makes the case for what and how we should teach
about media in K-12 schools and universities. The author takes a measured approach, advocating the teaching of both traditional media criticism as well as Web 2.0 skills related to content creation and participation. Further, Buckingham urges educators to resist what he calls “techno-fetishism,” or celebrating technology in education for its own sake. Nevertheless, he acknowledges that educators who do not participate in new media culture risk losing the so-called
“right to teach” by living in a different society than that of their students.
Albert W. Dzur
- Published in print:
- 2019
- Published Online:
- December 2018
- ISBN:
- 9780190658663
- eISBN:
- 9780190919214
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190658663.001.0001
- Subject:
- Political Science, American Politics, Political Theory
This book develops a grounded theory of democratic change, citizen agency, and institutions as fields of action. Across the United States democratic professionals are creating innovative ...
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This book develops a grounded theory of democratic change, citizen agency, and institutions as fields of action. Across the United States democratic professionals are creating innovative power-sharing arrangements in institutions that are usually hierarchical and non-participatory. Often involving laypeople who would not consider themselves activists or even engaged citizens, democratic professionals break down internal barriers, foster social proximity, encourage co-ownership of problems previously seen as beyond laypeople’s abilities, and seek out opportunities for collaborative work. The book focuses on democratic professionals’ efforts in participatory innovation in the fields of K-12 education, criminal justice, and city government. Drawing on qualitative interviews with practitioners involved in democratic schools, restorative and community justice, and collaborative city governance, the book investigates specific motivations that arise in each field for sharing power over tasks and decisions commonly treated as professional matters. It seeks to describe and understand the concrete norms, practices, and routines innovators have developed to foster ongoing lay engagement, awareness, and capacity for group dialogue, informal adjudication, and problem-solving. While barriers in each field currently keep these innovations on the margins of professional practice, the book identifies resources in higher education and elsewhere for sustaining them and supporting further growth.Less
This book develops a grounded theory of democratic change, citizen agency, and institutions as fields of action. Across the United States democratic professionals are creating innovative power-sharing arrangements in institutions that are usually hierarchical and non-participatory. Often involving laypeople who would not consider themselves activists or even engaged citizens, democratic professionals break down internal barriers, foster social proximity, encourage co-ownership of problems previously seen as beyond laypeople’s abilities, and seek out opportunities for collaborative work. The book focuses on democratic professionals’ efforts in participatory innovation in the fields of K-12 education, criminal justice, and city government. Drawing on qualitative interviews with practitioners involved in democratic schools, restorative and community justice, and collaborative city governance, the book investigates specific motivations that arise in each field for sharing power over tasks and decisions commonly treated as professional matters. It seeks to describe and understand the concrete norms, practices, and routines innovators have developed to foster ongoing lay engagement, awareness, and capacity for group dialogue, informal adjudication, and problem-solving. While barriers in each field currently keep these innovations on the margins of professional practice, the book identifies resources in higher education and elsewhere for sustaining them and supporting further growth.
Eduardo Andere
- Published in print:
- 2020
- Published Online:
- May 2020
- ISBN:
- 9780190938123
- eISBN:
- 9780190938154
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190938123.003.0004
- Subject:
- Psychology, Social Psychology
In this chapter, principals and teachers talk about the new changes in school education, pedagogy, and curriculum; it discusses what they understand about them and how they are implementing the ...
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In this chapter, principals and teachers talk about the new changes in school education, pedagogy, and curriculum; it discusses what they understand about them and how they are implementing the phenomenon-based and integrative learning ideas. Principals and teachers talk about the future of school education as well. They address how Finland is changing in education; how they are changing; how they are implementing the new curricula; and what they like and do not like about the new paths. The chapter also shows—through the lens of 14 case studies—the new learning environments in the twenty-first century from the architectural, pedagogical, and digital points of view. The 14 school stories might show a future of education in the world’s schools. The chapter divides the narrative of visits to schools into two main sections, background and interview. For most schools, there are more sections as the information provided by principals and teachers allowed describing in greater detail the learning environments in each school.Less
In this chapter, principals and teachers talk about the new changes in school education, pedagogy, and curriculum; it discusses what they understand about them and how they are implementing the phenomenon-based and integrative learning ideas. Principals and teachers talk about the future of school education as well. They address how Finland is changing in education; how they are changing; how they are implementing the new curricula; and what they like and do not like about the new paths. The chapter also shows—through the lens of 14 case studies—the new learning environments in the twenty-first century from the architectural, pedagogical, and digital points of view. The 14 school stories might show a future of education in the world’s schools. The chapter divides the narrative of visits to schools into two main sections, background and interview. For most schools, there are more sections as the information provided by principals and teachers allowed describing in greater detail the learning environments in each school.
