Christopher F. Karpowitz and Tali Mendelberg
- Published in print:
- 2014
- Published Online:
- October 2017
- ISBN:
- 9780691159751
- eISBN:
- 9781400852697
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691159751.003.0011
- Subject:
- Sociology, Gender and Sexuality
This chapter examines the experiences of men and women in Londonderry, Wakefield, and many other towns and cities across the country. While the school boards data set is culled from official meeting ...
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This chapter examines the experiences of men and women in Londonderry, Wakefield, and many other towns and cities across the country. While the school boards data set is culled from official meeting minutes and thus has some limitations, the chapter regards the findings reviewed here as a tough test of the expectations for majority-rule meetings. Not only are these settings ostensibly focused on the needs of children—an issue highly important to women—but they are also comprised of women who are elected representatives. These are women with sufficient efficacy and confidence to have successfully run for elected office in the places where they live, women whose official position involves speaking upon behalf of their constituents. In that sense, these women are among the more privileged and powerful people in the country.Less
This chapter examines the experiences of men and women in Londonderry, Wakefield, and many other towns and cities across the country. While the school boards data set is culled from official meeting minutes and thus has some limitations, the chapter regards the findings reviewed here as a tough test of the expectations for majority-rule meetings. Not only are these settings ostensibly focused on the needs of children—an issue highly important to women—but they are also comprised of women who are elected representatives. These are women with sufficient efficacy and confidence to have successfully run for elected office in the places where they live, women whose official position involves speaking upon behalf of their constituents. In that sense, these women are among the more privileged and powerful people in the country.
Christina de Bellaigue
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199289981
- eISBN:
- 9780191710995
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199289981.003.0002
- Subject:
- History, British and Irish Modern History
This chapter discusses the development of girls' schools in England and France. Topics covered include the emergence of a domestic model of schooling in England and the consolidation of a convent ...
More
This chapter discusses the development of girls' schools in England and France. Topics covered include the emergence of a domestic model of schooling in England and the consolidation of a convent model of schooling in France.Less
This chapter discusses the development of girls' schools in England and France. Topics covered include the emergence of a domestic model of schooling in England and the consolidation of a convent model of schooling in France.
Jie W Weiss and David J Weiss
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195322989
- eISBN:
- 9780199869206
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195322989.003.0028
- Subject:
- Psychology, Cognitive Psychology
This chapter discusses a multiattribute utility analysis of seven school desegregation plans submitted by external groups to the Los Angeles School Board, which were under court order to desegregate. ...
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This chapter discusses a multiattribute utility analysis of seven school desegregation plans submitted by external groups to the Los Angeles School Board, which were under court order to desegregate. District officials, board members, plaintiffs, and intervenors in the court case provided evaluative dimensions. Weights for these dimensions were elicited from the above, plus from several professional experts. District staff made judgments of the probable performance of each plan on each evaluative dimension. Aggregate measures of benefits and of benefit/cost ratios were computed. The only plan not so evaluated was the one which the Board ultimately adopted.Less
This chapter discusses a multiattribute utility analysis of seven school desegregation plans submitted by external groups to the Los Angeles School Board, which were under court order to desegregate. District officials, board members, plaintiffs, and intervenors in the court case provided evaluative dimensions. Weights for these dimensions were elicited from the above, plus from several professional experts. District staff made judgments of the probable performance of each plan on each evaluative dimension. Aggregate measures of benefits and of benefit/cost ratios were computed. The only plan not so evaluated was the one which the Board ultimately adopted.
R. D. Anderson
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205159
- eISBN:
- 9780191676529
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205159.003.0007
- Subject:
- History, British and Irish Modern History
The 1872 Act was the culmination of a long process of public intervention in state education in Scotland. Much of Scottish education developed on similar lines to England, but the common political ...
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The 1872 Act was the culmination of a long process of public intervention in state education in Scotland. Much of Scottish education developed on similar lines to England, but the common political system and the need to equalize expenditure meant they could not diverge very far. This chapter discusses the directly elected school boards, the Scotch Education Department, teachers and the Education Institute of Scotland (EIS), and politics and religion, as well as the state of education in the highlands, controversies over secondary education and the abolition of fees, technical education, and administrative areas.Less
The 1872 Act was the culmination of a long process of public intervention in state education in Scotland. Much of Scottish education developed on similar lines to England, but the common political system and the need to equalize expenditure meant they could not diverge very far. This chapter discusses the directly elected school boards, the Scotch Education Department, teachers and the Education Institute of Scotland (EIS), and politics and religion, as well as the state of education in the highlands, controversies over secondary education and the abolition of fees, technical education, and administrative areas.
John T. Smith
- Published in print:
- 1998
- Published Online:
- October 2011
- ISBN:
- 9780198269649
- eISBN:
- 9780191683725
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198269649.003.0013
- Subject:
- Religion, History of Christianity
After the Education Act, the Methodists were found to be undecided with how they were to proceed. At that time, they had 743 day-schools which suggested that they were greatly concerned with the ...
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After the Education Act, the Methodists were found to be undecided with how they were to proceed. At that time, they had 743 day-schools which suggested that they were greatly concerned with the existing denominational system. They also were able to make proper use of the grace period stated in the act so that they would initiate the building of grants. The number of Wesleyan schools experienced a significant increase which was celebrated during the 1871 Conference. While there have been suggestions that the said schools be turned over to the School Boards, Rigg thought it would be appropriate to continue and increase the Wesleyan denominational schools. Also, Rigg articulated that he was in favour of training the denominational teachers which drove him to propose the Wesleyan Training College in 1871. In this chapter, we examine how the Wesleyan Church managed the schools in the presence of the School Boards.Less
After the Education Act, the Methodists were found to be undecided with how they were to proceed. At that time, they had 743 day-schools which suggested that they were greatly concerned with the existing denominational system. They also were able to make proper use of the grace period stated in the act so that they would initiate the building of grants. The number of Wesleyan schools experienced a significant increase which was celebrated during the 1871 Conference. While there have been suggestions that the said schools be turned over to the School Boards, Rigg thought it would be appropriate to continue and increase the Wesleyan denominational schools. Also, Rigg articulated that he was in favour of training the denominational teachers which drove him to propose the Wesleyan Training College in 1871. In this chapter, we examine how the Wesleyan Church managed the schools in the presence of the School Boards.
Christina de Bellaigue
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199289981
- eISBN:
- 9780191710995
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199289981.003.0006
- Subject:
- History, British and Irish Modern History
This chapter discusses the implications of becoming a schoolgirl in England and France, focusing on the social origins and motivations of schooling, and life at school. The clientele of female ...
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This chapter discusses the implications of becoming a schoolgirl in England and France, focusing on the social origins and motivations of schooling, and life at school. The clientele of female boarding-schools was broadly similar on either side of the Channel: the schools catered mainly for the middle and upper middle classes, but they might also offer a ‘secondary’ education to the children of shopkeepers and artisans whose experiences are less often recorded in biographies and memoirs. In both countries, there are signs that formal instruction at school was increasingly a normal feature of girls' education. In turn, this both reflected and reinforced the notion that the period girls spent at school corresponded to a particular phase in their development.Less
This chapter discusses the implications of becoming a schoolgirl in England and France, focusing on the social origins and motivations of schooling, and life at school. The clientele of female boarding-schools was broadly similar on either side of the Channel: the schools catered mainly for the middle and upper middle classes, but they might also offer a ‘secondary’ education to the children of shopkeepers and artisans whose experiences are less often recorded in biographies and memoirs. In both countries, there are signs that formal instruction at school was increasingly a normal feature of girls' education. In turn, this both reflected and reinforced the notion that the period girls spent at school corresponded to a particular phase in their development.
Jie W Weiss and David J Weiss
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195322989
- eISBN:
- 9780199869206
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195322989.003.0029
- Subject:
- Psychology, Cognitive Psychology
In a two-month period beginning in late July 1977, Ward Edwards instigated, carried out aspects of, and supervised other aspects of a large, complex multiattribute utility analysis conducted in an ...
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In a two-month period beginning in late July 1977, Ward Edwards instigated, carried out aspects of, and supervised other aspects of a large, complex multiattribute utility analysis conducted in an extremely political context: desegregation of Los Angeles schools. This chapter takes a reflective and methodological look at this project. Specifically, Ward asks “if I had known then as much as I know now, and if I had controlled enough votes on the Los Angeles School Board, in what respects would I have conducted the analysis differently, and to what extent do I believe that any such procedural differences would have led to differences of result or of practical outcome?”Less
In a two-month period beginning in late July 1977, Ward Edwards instigated, carried out aspects of, and supervised other aspects of a large, complex multiattribute utility analysis conducted in an extremely political context: desegregation of Los Angeles schools. This chapter takes a reflective and methodological look at this project. Specifically, Ward asks “if I had known then as much as I know now, and if I had controlled enough votes on the Los Angeles School Board, in what respects would I have conducted the analysis differently, and to what extent do I believe that any such procedural differences would have led to differences of result or of practical outcome?”
Larry A. Witham
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780195150452
- eISBN:
- 9780199834860
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195150457.003.0009
- Subject:
- Religion, Religion and Society
The U.S. Commission on Civil Rights opened hearings on religion in public schools in 1998, and the evolution debate was a key issue. This chapter looks at the idea of “neutrality” toward religion in ...
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The U.S. Commission on Civil Rights opened hearings on religion in public schools in 1998, and the evolution debate was a key issue. This chapter looks at the idea of “neutrality” toward religion in schools, Supreme Court rulings, classroom treatment of the topic, the history and content of biology textbooks and science curriculum, school board clashes, and views of biology teachers.Less
The U.S. Commission on Civil Rights opened hearings on religion in public schools in 1998, and the evolution debate was a key issue. This chapter looks at the idea of “neutrality” toward religion in schools, Supreme Court rulings, classroom treatment of the topic, the history and content of biology textbooks and science curriculum, school board clashes, and views of biology teachers.
R. D. Anderson
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205159
- eISBN:
- 9780191676529
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205159.003.0009
- Subject:
- History, British and Irish Modern History
After 1872, school boards extended their control and compulsory attendance was enforced. The abolition of fees in 1890 was significant and school boards now found themselves as the main providers of ...
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After 1872, school boards extended their control and compulsory attendance was enforced. The abolition of fees in 1890 was significant and school boards now found themselves as the main providers of education in their areas. This chapter describes building schools and reorganization, survivals and social differentiation, enforcing attendance and attendance statistics.Less
After 1872, school boards extended their control and compulsory attendance was enforced. The abolition of fees in 1890 was significant and school boards now found themselves as the main providers of education in their areas. This chapter describes building schools and reorganization, survivals and social differentiation, enforcing attendance and attendance statistics.
Christina de Bellaigue
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199289981
- eISBN:
- 9780191710995
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199289981.003.0001
- Subject:
- History, British and Irish Modern History
This introductory chapter begins with a brief discussion of the different lives of women in 19th-century England and France. It then explains the purpose of the book, which is to track the parallel ...
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This introductory chapter begins with a brief discussion of the different lives of women in 19th-century England and France. It then explains the purpose of the book, which is to track the parallel development of schooling for girls in England and France from 1800 to 1867. The book adopts an empirical approach, responding both to the challenge posed by Ozouf's view of national differences in ideas of femininity, and to calls in the British historiography for an analysis which relates prescription to practice. Rather than focusing on the literature that sought to prescribe the way women should behave, it examines how idealized conceptions of femininity influenced the lives of those French and English women to whom such prescriptions were addressed.Less
This introductory chapter begins with a brief discussion of the different lives of women in 19th-century England and France. It then explains the purpose of the book, which is to track the parallel development of schooling for girls in England and France from 1800 to 1867. The book adopts an empirical approach, responding both to the challenge posed by Ozouf's view of national differences in ideas of femininity, and to calls in the British historiography for an analysis which relates prescription to practice. Rather than focusing on the literature that sought to prescribe the way women should behave, it examines how idealized conceptions of femininity influenced the lives of those French and English women to whom such prescriptions were addressed.
June Melby Benowitz
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780813061221
- eISBN:
- 9780813051437
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813061221.003.0002
- Subject:
- History, American History: 20th Century
This chapter explores how rightist women attempted to shape school curricula through textbook censorship and other means, including forcing resignations of teachers and school administrators who did ...
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This chapter explores how rightist women attempted to shape school curricula through textbook censorship and other means, including forcing resignations of teachers and school administrators who did not think as they did. It examines the work of Lucille Cardin Crain and her work for the Educational Reviewer, as well as the actions of women throughout the country as they fought to eliminate progressive education from public schools. Rightist women published newspapers, journal articles, and books that promoted their views on education. They were elected to school boards, and they participated in campaigns to rid schools, libraries, and the PTA of what they considered leftward-leaning ideas.Less
This chapter explores how rightist women attempted to shape school curricula through textbook censorship and other means, including forcing resignations of teachers and school administrators who did not think as they did. It examines the work of Lucille Cardin Crain and her work for the Educational Reviewer, as well as the actions of women throughout the country as they fought to eliminate progressive education from public schools. Rightist women published newspapers, journal articles, and books that promoted their views on education. They were elected to school boards, and they participated in campaigns to rid schools, libraries, and the PTA of what they considered leftward-leaning ideas.
David A. Gamson
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9780226634548
- eISBN:
- 9780226634685
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226634685.003.0006
- Subject:
- Education, History of Education
Chapter 5 opens with a portrait of Portland, Oregon School Superintendent Frank Rigler (1896-1913), who had designed a citywide curriculum so precise that he believed that on any given school day he ...
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Chapter 5 opens with a portrait of Portland, Oregon School Superintendent Frank Rigler (1896-1913), who had designed a citywide curriculum so precise that he believed that on any given school day he “could sit in his office and know on what page in each book” students worked on throughout the city. Although Rigler received praise for his curricular plans, external school surveyors were shocked to find a system in which teachers were drained of enthusiasm by rigidly uniform prescribed practices. Rigler’s replacement, Lewis Alderman, an ambitious progressive school chief, introduced a wide range of pedagogical and organizational reforms, including a version of the Gary, Indiana platoon school plan. Unlike many other cities, Portland’s school board refused to institute district-wide administrative reorganization, and the system fluctuated between different styles of progressivism, often paralleling the municipal reforms undertaken concurrently. Portland was also pivotal in the debate about a school bill designed to abolish all private schools in the state, a referendum supported by the Ku Klux Klan, who argued that the initiative was an egalitarian approach to leveling society, though it did little to redress deep structural inequities in Progressive Era Portland.Less
Chapter 5 opens with a portrait of Portland, Oregon School Superintendent Frank Rigler (1896-1913), who had designed a citywide curriculum so precise that he believed that on any given school day he “could sit in his office and know on what page in each book” students worked on throughout the city. Although Rigler received praise for his curricular plans, external school surveyors were shocked to find a system in which teachers were drained of enthusiasm by rigidly uniform prescribed practices. Rigler’s replacement, Lewis Alderman, an ambitious progressive school chief, introduced a wide range of pedagogical and organizational reforms, including a version of the Gary, Indiana platoon school plan. Unlike many other cities, Portland’s school board refused to institute district-wide administrative reorganization, and the system fluctuated between different styles of progressivism, often paralleling the municipal reforms undertaken concurrently. Portland was also pivotal in the debate about a school bill designed to abolish all private schools in the state, a referendum supported by the Ku Klux Klan, who argued that the initiative was an egalitarian approach to leveling society, though it did little to redress deep structural inequities in Progressive Era Portland.
Christina de Bellaigue
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199289981
- eISBN:
- 9780191710995
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199289981.003.0009
- Subject:
- History, British and Irish Modern History
This chapter presents a synthesis of discussions in the preceding chapters. It shows that in both England and France, private lay boarding schools for girls played a more significant part in the ...
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This chapter presents a synthesis of discussions in the preceding chapters. It shows that in both England and France, private lay boarding schools for girls played a more significant part in the development of women's education between 1800 and 1867. Over half a century before the establishment of government-sponsored forms of female secondary education, the schools that emerged on both sides of the Channel were providing formal secondary instruction for a large proportion of middle-class girls, reinforcing the notion that female education was important and necessary.Less
This chapter presents a synthesis of discussions in the preceding chapters. It shows that in both England and France, private lay boarding schools for girls played a more significant part in the development of women's education between 1800 and 1867. Over half a century before the establishment of government-sponsored forms of female secondary education, the schools that emerged on both sides of the Channel were providing formal secondary instruction for a large proportion of middle-class girls, reinforcing the notion that female education was important and necessary.
David A. Gamson
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9780226634548
- eISBN:
- 9780226634685
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226634685.003.0007
- Subject:
- Education, History of Education
At first glance, Seattle appeared to avoid much of the tumult experienced by other city school districts in years before, during, and after World War I, a stability that has been symbolized by the ...
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At first glance, Seattle appeared to avoid much of the tumult experienced by other city school districts in years before, during, and after World War I, a stability that has been symbolized by the remarkably long tenure of Superintendent Frank Cooper (1901-1922). Due to his initiatives like creative play and project-based learning, Cooper has been described by scholars as a unique specimen of a pedagogically progressive district superintendent. Yet the characterization of Seattle as a haven for practices inspired by John Dewey masks a more complex story, because, like Denver, the district implemented a number of reforms that represented rather hard-edged administrative progressivism, including intelligence testing and curricular tracking. Moreover, because the school board included socialists, such as Anna Louise Strong, and more conservative, even reactionary, members, the policies they supported and the actions they took serve to both confirm and complicate traditional narratives about political and ideological alliances during the Progressive Era. District teachers, frustrated by their stagnant, and sometimes retrenched, wages during a period of inflation, sought to form a union, only to be stymied by the school board’s use of yellow dog contracts.Less
At first glance, Seattle appeared to avoid much of the tumult experienced by other city school districts in years before, during, and after World War I, a stability that has been symbolized by the remarkably long tenure of Superintendent Frank Cooper (1901-1922). Due to his initiatives like creative play and project-based learning, Cooper has been described by scholars as a unique specimen of a pedagogically progressive district superintendent. Yet the characterization of Seattle as a haven for practices inspired by John Dewey masks a more complex story, because, like Denver, the district implemented a number of reforms that represented rather hard-edged administrative progressivism, including intelligence testing and curricular tracking. Moreover, because the school board included socialists, such as Anna Louise Strong, and more conservative, even reactionary, members, the policies they supported and the actions they took serve to both confirm and complicate traditional narratives about political and ideological alliances during the Progressive Era. District teachers, frustrated by their stagnant, and sometimes retrenched, wages during a period of inflation, sought to form a union, only to be stymied by the school board’s use of yellow dog contracts.
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.
Jenifer Hart
- Published in print:
- 1992
- Published Online:
- October 2011
- ISBN:
- 9780198201366
- eISBN:
- 9780191674860
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198201366.003.0007
- Subject:
- History, British and Irish Modern History, Political History
The electoral reform movement took on a low profile for the twenty years after proportional representation had not been adopted in 1885. Although the PRS may have become less active, Lubbock and ...
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The electoral reform movement took on a low profile for the twenty years after proportional representation had not been adopted in 1885. Although the PRS may have become less active, Lubbock and Courtney — the organization's foremost leaders — did not stop promoting their cause and they took every opportunity they could to keep working. This chapter illustrates how both Lubbock and Courtney were able to incorporate their ideas specifically through three different areas: school boards, local government, and the home rule for Ireland. The chapter looks into how they attempted to set up a select committee for the election of those to be included in school boards, how democratically elected local authorities allowed questions regarding the electoral procedure, and how a bill was introduced that enabled elections by simple majority.Less
The electoral reform movement took on a low profile for the twenty years after proportional representation had not been adopted in 1885. Although the PRS may have become less active, Lubbock and Courtney — the organization's foremost leaders — did not stop promoting their cause and they took every opportunity they could to keep working. This chapter illustrates how both Lubbock and Courtney were able to incorporate their ideas specifically through three different areas: school boards, local government, and the home rule for Ireland. The chapter looks into how they attempted to set up a select committee for the election of those to be included in school boards, how democratically elected local authorities allowed questions regarding the electoral procedure, and how a bill was introduced that enabled elections by simple majority.
Douglas S. Reed
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780199838486
- eISBN:
- 9780199384303
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199838486.003.0007
- Subject:
- Political Science, American Politics
Chapter 7 examines the origins and reception of accountability policies and politics in Alexandria, beginning in the 1990s with the effort to shift from a School Board appointed by the Alexandria ...
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Chapter 7 examines the origins and reception of accountability policies and politics in Alexandria, beginning in the 1990s with the effort to shift from a School Board appointed by the Alexandria City Council to an elected one. This campaign stemmed from increasing frustration with Alexandria’s schools and growing calls for a more “accountable” school board. These changing priorities emerged at roughly the same time Virginia was revising its statewide accountability framework, the Virginia Standards of Learning (SOL), which represented both an incursion into local control and a national model for other states. Fresh off a campaign to impose electoral accountability on Alexandria schools, the local school leadership in Alexandria, led by Superintendent Herbert Berg, endorsed the accountability model with enthusiasm, unlike many school districts across Northern Virginia,. The local acceptance of Virginia’s accountability model stemmed from the concerted efforts of local activists to impose a norm of accountability on Alexandria’s schools and students alike.Less
Chapter 7 examines the origins and reception of accountability policies and politics in Alexandria, beginning in the 1990s with the effort to shift from a School Board appointed by the Alexandria City Council to an elected one. This campaign stemmed from increasing frustration with Alexandria’s schools and growing calls for a more “accountable” school board. These changing priorities emerged at roughly the same time Virginia was revising its statewide accountability framework, the Virginia Standards of Learning (SOL), which represented both an incursion into local control and a national model for other states. Fresh off a campaign to impose electoral accountability on Alexandria schools, the local school leadership in Alexandria, led by Superintendent Herbert Berg, endorsed the accountability model with enthusiasm, unlike many school districts across Northern Virginia,. The local acceptance of Virginia’s accountability model stemmed from the concerted efforts of local activists to impose a norm of accountability on Alexandria’s schools and students alike.
Campbell F. Scribner
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781501700804
- eISBN:
- 9781501704116
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501700804.003.0005
- Subject:
- Education, Educational Policy and Politics
This chapter analyzes the rise of teachers' unions outside of metropolitan boundaries. As teachers and administrators began to demand tenure protection, rights of collective bargaining, and ...
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This chapter analyzes the rise of teachers' unions outside of metropolitan boundaries. As teachers and administrators began to demand tenure protection, rights of collective bargaining, and professional control of curriculum and hiring, they usurped the responsibilities of rural school boards, which had previously handled almost all aspects of the academic program. The conflict between professional practice and local democracy resulted in scores of lawsuits in consolidated districts, which gave otherwise marginal communities an outsized and understudied significance in public sector labor law. Collective bargaining, in turn, reinforced state and federal calls for more educational spending, obliging school districts to raise significantly more revenue in absolute terms even as state and federal subsidies comprised a larger portion of district budgets.Less
This chapter analyzes the rise of teachers' unions outside of metropolitan boundaries. As teachers and administrators began to demand tenure protection, rights of collective bargaining, and professional control of curriculum and hiring, they usurped the responsibilities of rural school boards, which had previously handled almost all aspects of the academic program. The conflict between professional practice and local democracy resulted in scores of lawsuits in consolidated districts, which gave otherwise marginal communities an outsized and understudied significance in public sector labor law. Collective bargaining, in turn, reinforced state and federal calls for more educational spending, obliging school districts to raise significantly more revenue in absolute terms even as state and federal subsidies comprised a larger portion of district budgets.
William A. Dodge
- Published in print:
- 2007
- Published Online:
- March 2014
- ISBN:
- 9781578069934
- eISBN:
- 9781621031468
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781578069934.003.0005
- Subject:
- Society and Culture, Cultural Studies
This chapter describes the establishment of the Zuni Boarding School at Black Rock. It argues that while the Zunis learned to appreciate the advantages of Western-style educational system, they held ...
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This chapter describes the establishment of the Zuni Boarding School at Black Rock. It argues that while the Zunis learned to appreciate the advantages of Western-style educational system, they held on to their desire to make sure that their children did not forget the “Zuni way” of understanding the world.Less
This chapter describes the establishment of the Zuni Boarding School at Black Rock. It argues that while the Zunis learned to appreciate the advantages of Western-style educational system, they held on to their desire to make sure that their children did not forget the “Zuni way” of understanding the world.
Brandon Haught
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780813049434
- eISBN:
- 9780813050409
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813049434.003.0002
- Subject:
- Society and Culture, Ethical Issues and Debates
From the late 1940s to the mid-1950s, the Florida Department of Education attempted to handle complaints surrounding the science vs. religion conflict in state classrooms by publishing official ...
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From the late 1940s to the mid-1950s, the Florida Department of Education attempted to handle complaints surrounding the science vs. religion conflict in state classrooms by publishing official guidebooks for teachers. Then, the international race to space and an increasingly public awareness of the need for first-rate science and technology education prompted evolution's reinsertion into textbooks that had been without it for years. The first prominent protest in Florida over the new textbooks started in 1960s Miami but was unsuccessful. Then, one of the most determined anti-evolution crusaders in Florida history, Rev. Clarence E. Winslow, started actively campaigning against evolution. The conflict reappeared in the state legislature a few times during the 1960s but didn't get any traction. Nationally known creationists started making inroads into Florida with public debates and other events, including the 1970 publication of the book Order in Complexity by the Institute for Creation Research about the new concept of “scientific creationism.” Rev. Winslow asked Pinellas, Manatee, and Hillsborough county school boards to include the new book in their science classrooms. Hillsborough County was very receptive to creationism, and in 1980 the school board voted to make it a mandatory alternative to evolution. Manatee County followed suit.Less
From the late 1940s to the mid-1950s, the Florida Department of Education attempted to handle complaints surrounding the science vs. religion conflict in state classrooms by publishing official guidebooks for teachers. Then, the international race to space and an increasingly public awareness of the need for first-rate science and technology education prompted evolution's reinsertion into textbooks that had been without it for years. The first prominent protest in Florida over the new textbooks started in 1960s Miami but was unsuccessful. Then, one of the most determined anti-evolution crusaders in Florida history, Rev. Clarence E. Winslow, started actively campaigning against evolution. The conflict reappeared in the state legislature a few times during the 1960s but didn't get any traction. Nationally known creationists started making inroads into Florida with public debates and other events, including the 1970 publication of the book Order in Complexity by the Institute for Creation Research about the new concept of “scientific creationism.” Rev. Winslow asked Pinellas, Manatee, and Hillsborough county school boards to include the new book in their science classrooms. Hillsborough County was very receptive to creationism, and in 1980 the school board voted to make it a mandatory alternative to evolution. Manatee County followed suit.
