Produkt
KlappentextThis book asserts that efforts to reform schools, particularly urban schools, are events that engender a host of issues and conflicts that have been interpreted through the conceptual lens of community.
ZusammenfassungUNIQUE APPROACH: In using the concept of community, the book takes a widely used but rarely explained or explored concept as an interpretive framework for understanding urban school reform. A unique feature of the book in this regard is its detailed discussion of the meaning of the term community, its strengths and weaknesses as a conceptual framework, and its application to a number of instances of urban school reform. (entire book)COMPRHENSIVE: The book provides a social history of school reform during the last almost fifty years that explores actual case studies of urban school reform from the perspectives of various stakeholders. (entire book). The book considers a number of reform initiatives that have not been given wide consideration in the research literature on urban school reform including two New York City initiatives preceding the famous 1968 teachers strike, More Effective Schools and the Clinic for Learning, mayoral takeovers, and educational partnerships, and the small schools/smaller learning communities movement (chapters 2,4,5,6. and 7)ENGAGES CURRENT THEORY: While grounded in case studies, Franklin also engages the discourse of contemporary education theorists such as Arnold Fege, Derek Phillips, Nikolas Rose, and Robert Booth Fowler on concepts of community and curriculum building
Details
ISBN/GTIN978-0-230-33845-6
ProduktartBuch
EinbandartKartoniert, Paperback
Erscheinungsjahr2012
Erscheinungsdatum14.03.2012
Auflage2010
Seiten254 Seiten
SpracheEnglisch
Gewicht322 g
IllustrationenXVIII, 254 p.
Artikel-Nr.13032486
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