Teach For America And The Struggle For Urban School Reform
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Teach for America and the Struggle for Urban School Reform by Katherine Crawford-Garrett Pdf
This book traces the experiences of one cohort of Teach For America (TFA) corps members as they reconcile their hopes for their students with the reality of teaching in a district that favors compliance over compassion. The voices of the teachers are highlighted as they wrestle with urban poverty, question bureaucratic mandates, resist dehumanizing reform initiatives, and experiment with critical pedagogy.
From Teach For America to Teach For China by Sara Lam Pdf
This book examines the role of Teach For China in addressing educational equity and expanding public participation in education. The author uses the case of Teach For China to explore the broader theme of the mobility of education models between contexts characterized by neoliberalism and those characterized by strong state control. Transnational advocacy networks are increasingly influential in the education policy making process. These networks, comprised of entrepreneurs and education corporations, think tanks, philanthropists, and government agencies, facilitate the global mobility of policy models. It is widely accepted that an education model should not be transplanted from one context to another without careful consideration of how contextual differences might impact the model’s effectiveness. The book explores the argument that the same model is not only quantitatively different in terms of effectiveness, but that models can play qualitatively different roles in neoliberal and strong-state contexts, sometimes moving education reform in opposite directions. The book will appeal to anyone interested in global teacher education reform and equity in education.
Schooling Teachers by Megan Blumenreich,Bethany L. Rogers Pdf
"This book moves beyond the purported dichotomy between university-based teacher education and alternatives such as Teach For America to consider their common challenges and suggest a starting place from which to imagine a future of more effective teacher preparation. In focusing on the experiences of the first Teach For America cohort between 1990-1992, the book anchors its analysis in a particular historical moment, allowing a significant accounting of a pivotal time in [teacher] education as well as thoughtful consideration of both change and continuity in how teachers have been prepared and entered the classroom over the decades since. Through its use of oral history testimonies, Schooling Teachers offers important stories about individuals' personal experiences and actions, but also reveals the broader collective and social forces that shaped and gave meaning to those experiences. Richly detailed qualitative data, in the form of oral history, enables the authors to draw from the specific narratives some general insights that speak to the larger issues of staffing and supporting urban schools"--
Examining Teach For All by Matthew A.M. Thomas,Emilee Rauschenberger,Katherine Crawford-Garrett Pdf
*Winner, 2022 Outstanding Book Award from the Society of Professors of Education* *Winner, 2021 Book Award from the Globalization and Education SIG, Comparative and International Education Society* Examining Teach For All brings together research focused on Teach For All and its affiliate programmes to explore the organisation’s impact on education around the world. Teach For All is an expanding global network of programmes in more than 50 countries that aim to radically transform education systems by recruiting talented graduates to teach for two years in under-resourced schools and developing them into lifelong advocates of reform. The volume offers nuanced insights into the interests and contexts shaping Teach For All and the challenges and possibilities inherent in broader efforts to enact education reform on a global scale. This volume is the first of its kind to present empirical research on the emergence and expansion of Teach For All programmes, which replicate and adapt the Teach For America model around the world. The volume traces the network’s expansion from its initial launch in 2007 to its growing international presence, as chapters present new research from national contexts as diverse as Bangladesh, Lebanon, and Spain. Using evidence from a range of perspectives and research methodologies, the chapters collectively highlight the ways in which Teach For All and its affiliate programmes are working to alter educational landscapes worldwide. This book will be of great interest for scholars, educators, post-graduate students, and policymakers in the fields of comparative education, teacher education, education leadership, and education policy. It paves the way for future critical inquiry into this expanding global network as well as further investigations of educational change around the world.
A Year in the Life of a Third Space Urban Teacher Residency by Monica Taylor,Emily J. Klein Pdf
This book weaves together voices of faculty, residents, mentors, administrators, community organizers, and students who have lived together in a third space urban teacher residency program in Newark as they reinvent math and science teaching and teacher education through the lens of inquiry. Each chapter includes narratives from multiple perspectives as well as tools we have used within the program to support and build change, providing readers with both real cases of how an urban teacher residency can impact school systems, and concrete tools and examples to help the reader understand and replicate aspects of the process. Capturing both the successes but also the tensions and challenges, we offer a kaleidoscopic view of the rich, complex, and multi-layered ways in which multiple stakeholders work together to make enduring educational change in urban schools. Our third space NMUTR has been a fragile utopian enterprise, one that has relied on a shared commitment of all involved, and a deep sense of hope that working collaboratively has the potential, even if not perfect, to make a difference.
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
Excellence For All: American Education Reform, 1983-2008 examines the history of school reform in the United States over the past quarter-century. Specifically, the work examines an approach to educational change best characterized by the phrase "excellence for all"—an equity-focused policy phenomenon uniquely situated for the policymaking context of the late twentieth and early twenty-first centuries. The idea of promoting excellence for all students united a broad enough coalition to pursue a truly national reform effort and captured the imaginations of leaders in state and local government, at philanthropic foundations, in colleges and universities, and in school districts across the country. Led by a corps of self-styled educational entrepreneurs aggressively pursuing reforms that they could take "to scale, " the movement sought to remake the American high school piece by piece. The dissertation examines this reform movement through the nation's three largest districts—New York, Chicago, and Los Angeles—and through three particular change efforts: a physical plant reform (the small schools movement), a personnel reform (Teach For America), and a curricular reform (the Advanced Placement Program). The work aims to establish the ways in which this most recent era of school reform represented a departure from previous reform eras, strives to explain the movement's broad appeal, and ultimately, aims to understand its shortcomings by exploring the assumptions underlying the excellence for all approach and the tradeoffs required by it.
Author : Bruce L. Wilson,Dick Corbett Publisher : State University of New York Press Page : 156 pages File Size : 44,6 Mb Release : 2001-01-11 Category : Education ISBN : 9780791491270
Listening to Urban Kids by Bruce L. Wilson,Dick Corbett Pdf
According to the many student voices in this book, urban middle school students want teachers who "stay on them" to complete their work, maintain orderly classrooms, give them the extra help they need to succeed, explain their work clearly, draw on a variety of teaching strategies, and make their work relevant and meaningful. This book, rich in detail, brings these inner-city students' perspectives to life and issues a compelling call for urban school reform that actually touches students' daily lives.
The One Best System presents a major new interpretation of what actually happened in the development of one of America's most influential institutions. At the same time it is a narrative in which the participants themselves speak out: farm children and factory workers, frontier teachers and city superintendents, black parents and elite reformers. And it encompasses both the achievements and the failures of the system: the successful assimilation of immigrants, racism and class bias; the opportunities offered to some, the injustices perpetuated for others. David Tyack has placed his colorful, wide-ranging view of history within a broad new framework drawn from the most recent work in history, sociology, and political science. He looks at the politics and inertia, the ideologies and power struggles that formed the basis of our present educational system. Using a variety of social perspectives and methods of analysis, Tyack illuminates for all readers the change from village to urban ways of thinking and acting over the course of more than one hundred years.
Geraldlynn is a lively, astute 14-year-old. Her family, displaced by Hurricane Katrina, returns home to find a radically altered public education system. Geraldlynns parents hope their daughter's new school will prepare her college-but the teenager has ideals and ambitions of her own. ? ? Aidan is a fresh-faced Harvard grad drawn to New Orleans by the possibility of bringing change to a flood-ravaged city. He teaches at an ambitious charter school with a group of newcomers determined to show the world they can use science, data, and hard work to build a model school. ? ? Mary Laurie is a veteran educator who becomes principal of one of the first public high schools to reopen after Katrina. Laurie and her staff find they must fight each day not only to educate the city's teenagers, but to keep the Walker community safe and whole. ? ? In this powerful narrative non-fiction debut, the lives of these three characters provide readers with a vivid and sobering portrait of education in twenty-first-century America. Hope Against Hope works in the same tradition as Random Family and There Are No Children Here to capture the challenges of growing up and learning in a troubled world.
So Much Reform, So Little Change by Charles M. Payne Pdf
This frank and courageous book explores the persistence of failure in today's urban schools. At its heart is the argument that most education policy discussions are disconnected from the daily realities of urban schools, especially those in poor and beleaguered neighborhoods. Charles M. Payne argues that we have failed to account fully for the weakness of the social infrastructure and the often dysfunctional organizational environments of urban schools and school systems. The result is that liberals and conservatives alike have spent a great deal of time pursuing questions of limited practical value in the effort to improve city schools. Payne carefully delineates these stubborn and intertwined sources of failure in urban school reform efforts of the past two decades. Yet while his book is unsparing in its exploration of the troubled recent history of urban school reform, Payne also describes himself as "guardedly optimistic." He describes how, in the last decade, we have developed real insights into the roots of school failure, and into how some individual schools manage to improve. He also examines recent progress in understanding how particular urban districts have established successful reforms on a larger scale. Drawing on a striking array of sources--from the recent history of various urban school systems, to the growing sophistication of education research, to his own experience as a teacher, scholar, and participant in reform efforts--Payne paints a vivid and unmistakably realistic portrait of urban schools and reforms of the past few decades. So Much Reform, So Little Change will be required reading for everyone interested in the plight--and the future--of urban schools.
Unhooking from Whiteness by Nicholas D. Hartlep,Cleveland Hayes Pdf
"What happens to people when they choose to unhook from the rules and modes of thought whiteness requires and expects of them? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to the knowledge created in higher education is an essential part of this process. The process of unhooking oneself from institutionalized whiteness certainly requires fighting hegemonic modes of thought and patriarchal views that persistently keep marginalized groups of academics in their station (or at their institution). In the explosive Unhooking from Whiteness: Resisting the Esprit de Corps, editors Hartlep and Hayes continue the conversation they began in 2013; they and the chapter contributors are brave enough to tell a contemporary reality few are brave enough to discuss. “In this groundbreaking and revolutionary sequel volume to Unhooking from Whiteness: The Key to Dismantling Racism in the United States, Nicholas Hartlep and Cleveland Hayes and a group of fearless scholars-activists continue to manifest liberative counternarratives, counteraccounts, personal memoirs, poetry, and testimonios of ‘humanity destroying crimes’ of racism, white supremacy, and ‘academic lynching’ that pervade the academic psyche through epistemology, ontology, and axiology in the United States. This radical work poses a troubling challenge to humanity not only to unhook from, but also to contest, transgress, and liberate from, white supremacy to cultivate extraordinary human potential in a trembling and unjust world.” – Ming Fang He, Georgia Southern University Nicholas D. Hartlep is an award-winning Assistant Professor of Educational Foundations at Illinois State University and co-editor of Unhooking from Whiteness: The Key to Dismantling Racism in the United States and Critical Storytelling in Uncritical Times: Stories Disclosed in a Cultural Foundations of Education Course. He lives and writes in Normal, Illinois.www.nicholashartlep.com Cleveland Hayes is an Associate Professor in the College of Education and Organizational Leadership at the University of La Verne. Dr. Hayes teaches Secondary and Elementary Science Methods in the Teacher Education program and Research Methods in the Education Management and Leadership Program. He lives and writes in Upland, California."
The Struggle for the Soul of Teacher Education by Kenneth M. Zeichner Pdf
The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future. Zeichner provides specific examples of work that moves teacher education toward greater congruency between ideals and practices, while outlining the basis for a new form of community-based teacher education, where universities and other program providers, local communities, school districts, and teacher unions share responsibility for the preparation of teachers. Ultimately, Zeichner problematizes an uncritical shift to more practice and clinical experience, and discusses the enduring problems of clinical teacher education that need to be addressed for this shift to be educative. Readers are sure to gain insight on transforming teacher education so it more adequately addresses the need to prepare teachers capable of providing a high-quality education with access to a rich and broad curriculum, and culturally and community responsive teaching for everyone’s children.
Community Organizing for Urban School Reform by Dennis Shirley Pdf
Observers of all political persuasions agree that our urban schools are in a state of crisis. Yet most efforts at school reform treat schools as isolated institutions, disconnected from the communities in which they are embedded and insulated from the political realities which surround them. Community Organizing for Urban School Reform tells the story of a radically different approach to educational change. Using a case study approach, Dennis Shirley describes how working-class parents, public school teachers, clergy, social workers, business partners, and a host of other engaged citizens have worked to improve education in inner-city schools. Their combined efforts are linked through the community organizations of the Industrial Areas Foundation, which have developed a network of over seventy "Alliance Schools" in poor and working-class neighborhoods throughout Texas. This deeply democratic struggle for school reform contains important lessons for all of the nation's urban areas. It provides a striking point of contrast to orthodox models of change and places the political empowerment of low-income parents at the heart of genuine school improvement and civic renewal.
This significantly revised edition will help prospective and new city teachers navigate the realities of city teaching. Now the classic introduction to urban teaching, this book explains how global, national, state, and local reforms have impacted what teachers need to know to not only survive but to do their jobs well. The Third Edition melds new insights and perspectives from Daniel Jerome, New York City teacher, social justice activist, and parent of colour, with what Lois Weiner, a seasoned teacher educator has learned from research and decades of experience working with city teachers and students in a variety of settings. Together, the authors explore how successful teachers deal with the complexity, difficulty, and rewarding challenges of teaching in today's city schools.