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New Criticism—Not So New to Tennessee’s High School English TeachersGrindstaff, Seth 01 May 2018 (has links) (PDF)
When Tennessee Department of Education adopted Common Core in 2010, Tennessee implemented New Critical ideas associated with the college classroom, but did not present this connection to English teachers. Comparing high school education reforms like A Nation at Risk (1983) and TNCore to the New Critical works of Cleanth Brooks, T. S. Eliot, John Crowe Ransom, Robert Penn Warren, William Wimsatt and Monroe Beardsley, reveals that New Criticism is the literary method grounding current ELA education reform. Referencing Deborah Appleman’s Critical Encounters in Secondary English (2015), Diana Ravitch’s The Death and Life of the Great American School System (2010), and questionnaires completed by Tennessee teachers, this study tracks New Criticism’s influence from the college classroom to the high school classroom. Presenting English teachers the history behind what and how they teach will equip them to explain their methodology to students.
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More Than Just a Test Score: Designing and Implementing a Community-Based Accountability System in One Texas School DistrictLeader, Joel Alan 08 1900 (has links)
Since at least the 1960s, federal and state policymakers have debated how best to hold public schools accountable for producing graduates who are prepared to fully participate in our democratic society. Since that time, reform efforts have led to Texas' current test-based A-F accountability system. This qualitative case study explored how one Texas school district worked to design and implement an alternative accountability system. A community-based accountability system (CBAS) is created in collaboration with local stakeholders and uses locally developed goals and multiple achievement measures to report student and school performance. A zone of mediation theoretical framework was used to evaluate how the studied district assessed and addressed the community's norms, values, priorities, and goals for public schools. Data were drawn from an analysis of relevant documents, five individual district leader interviews, and a parent and/or community member focus group. These data were analyzed using a combination of a priori and in vivo coding. The six themes that emerged from this analysis were: (a) dissatisfaction with A-F accountability, (b) developing an alternative accountability, (c) collaboration with like-minded districts and leaders, (d) engagement with internal stakeholders; (e) engagement with external stakeholders, and (f) assessing community values and goals for public education. The findings can be viewed as an exemplar for school leaders interested in designing and implementing a CBAS that falls within their community's unique zone of mediation.
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The Unraveling Of America's Education SystemWright, Amy 01 January 2005 (has links)
This research project takes a critical look at the data that drives educational policies. This research project looks at the data at the national level as well as the regional levels in order to see if the data is functioning differently at the different levels. All data has been collected from the National Assessment of Educational Progress (NAEP) through reports published by the American Legislative Exchange Council (ALEC), an independent committee assigned to collect and analyze educational data. The data was collected and then correlations were run between the expenditures per pupil, number of pupils per teacher, standardized test scores, such as average ACT, average SAT, average 8th grade Math and Reading tests, and average 4th grade Math and Reading tests. This research project also included the percentage of minority students in the classroom, a variable whose data has been collected over the years, but it has never been included in any prior analyses. What this research project found is that some of the data, such as the standardized test scores, have a different strength of relationship between variables at the different levels. For example, expenditures per pupil have strength in the relationship between the different standardized test scores at the national level, but once those numbers are broken down by region, the strength in the variables relationship is weakened. This research project also discovered that the make up of the classroom, specifically the percentage of minority students, is a vital factor in the performance of all students.
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Реформирование системы школьного образования в России в 1860-е – 1870 – е гг. : магистерская диссертация / Reforming the system of school education in Russia in 1860-1870Калинина, А. В., Kalinina, A. V. January 2015 (has links)
В магистерской диссертации раскрываются причины проведения реформ школьного образования в России в 1860-е – 1870-е гг., рассматриваются проекты реформирования предложенные министрами, характеризуются авторы и суть преобразований, раскрывается ход этих преобразований. / The master's thesis disclosed the reasons for the reform of school education in Russia in the 1860s - 1870s., characterized reform projects proposed by ministers, revealed the course of these transformations.
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Education Policy in Florida: Explaining County-Level Approval of the 2002 Constitutional AmendmentsFriant, Rachel M. 01 January 2017 (has links)
This research analyzes county-level support for the 2002 Constitutional Amendments for Voluntary Universal Prekindergarten Education (VPK) and Florida’s Amendment to Reduce Class Size (CSA). Three regression models are constructed for each dependent variable (support for VPK and support for CSA): a bivariate model with political party, a full model with all theoretically identified variables, and a best model with just the independent variables that have the most explanatory power. A variety of socioeconomic, demographic and political independent variables are tested. Four independent variables had a statistically significant positive relationship with support for both VPK and CSA: Democratic registration, Hispanic population, higher education, and population density.
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An Exploration of Teacher Perceptions of the Presence of Cultural Reproduction in Two Middle SchoolsMontcrieff, Kaitlyn 01 January 2019 (has links)
Contemporary challenges to education pose threats that our current educational system remains unable to meet. With the prevalence of school shootings, rapid technological development, threats to mental health, superficial curriculum content, increased testing standards, and continued inequality in classrooms, now more than ever it is imperative to define, explore, and quantify the ways in which the system of education reproduces or replicates norms, values, behaviors, and practices and the effects these possibly have on students and teachers. The purpose of this research is to redefine 'cultural reproduction' into reproduction and replication in order to explore how the education system in a single district in Florida reacts to threats through adjustments to, or replication of, existing practices. Through the perspectives of teachers, the research question posed was: (RQ) How do teachers perceive the presence of cultural reproduction and cultural replication in their schools? The study discovered that in addition to identifying cultural replication (CL) and cultural reproduction (CD) in their schools, (i) participants perceived that current needs outpace their public-school system's ability to adapt effectively and (ii) that contemporary threats to education produce unmeasurable and unmeetable challenges within current cultural practices and resources. The study contextualized the implications of these findings through social change, cultural studies, social system dynamics, and primitive belief disruption for the purpose of developing a new model of subsystem adaptation to represent the cycle of replication, reproduction, and reform in education as observed by teacher participants in this study.
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Education Reform in England and the Transformation of School Teachers’ Working Lives: A Labour Process PerspectiveMorrell, Sophie E. January 2020 (has links)
The academy school programme, OFSTED’s use of school performance data,
and performance management and performance related pay reforms are
dramatically transforming the work and employment landscape in teaching. Yet
there is limited knowledge of teachers’ experiences of work in relation to this
context. The purpose of this thesis is to explore the impact of these education
reforms on school teachers’ working lives through a labour process perspective.
A critical realist ethnography of an inner-city secondary academy school was
conducted over four months. This comprised a six-week shadowing phase,
document collection and 26 semi-structured interviews with Teachers, Managers,
HR and Trade Union Representatives. Findings reveal that the removal of a
contextual value added measure from school performance metrics leads to an
increase in teachers’ workloads and an extension of their working hours. This is
compounded by an unofficial erosion of teachers’ directed working time that
infiltrates through the academy trust. Pressures on workload also stem from
management-led initiatives generated by appraisals in leadership programmes.
Furthermore, teachers’ work becomes standardised and re-organised through
the heterarchical multi-academy trust model in an effort to improve the school’s
OFSTED rating. Performance related pay reforms act as a parallel instigator to
the standardisation of work, polarising the creative and mundane aspects of
teaching across the workforce, whilst oppositional orientations to work form as
the majority of teachers align with a shared sense of commitment to work. This
thesis amalgamates labour process theory with the hollowing out thesis, making
key theoretical, conceptual, empirical and methodological contributions,
alongside practical recommendations. / Faculty of Management, Law and Social Sciences at the University of Bradford Scholarship
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SCIENCE TEACHERS' ASSESSMENT PRACTICES AND THEIR PERCEPTIONS OF HOW SCIENCE EDUCATION REFORM AND HIGH STAKES TESTS AFFECT THEIR INSTRUCTIONAL DECISIONSFeitler, Michele 18 May 2010 (has links)
No description available.
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THE FAILED CRUSADE: THE KU KLUX KLAN AND PUBLIC EDUCATION REFORM IN THE 1920sSlonaker, Randall Scott 13 May 2016 (has links)
No description available.
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The Development of the Concepts of the Public School and the Private School in the United StatesHerzberg, Marcus L. 20 December 2002 (has links)
No description available.
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