Empowering teachers and parents : school restructuring through the eyes of anthropologists

著者

書誌事項

Empowering teachers and parents : school restructuring through the eyes of anthropologists

edited by G. Alfred Hess, Jr

Bergin & Garvey, 1992

  • : pbk. : alk. paper

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注記

Includes bibliographical references (p. [245]-255) and index

内容説明・目次

巻冊次

ISBN 9780897892759

内容説明

A much-needed examination of the impact on teachers and parents of the effort to improve our schools through restructuring, this book looks at professionalization and parent empowerment programs from the ground level rather than from the large-scale policy level. The editor, active in both policy setting and monitoring implementation, approaches the subject with an overarching view that weaves together a set of diverse case studies that examine some of the most notable efforts in this area of school reform. The first section demonstrates the tremendous difficulties involved in attempting to reshape the culture of public school teaching, noting both institutional resistance to change and the personal resistance of the professionals who are, in theory, being empowered through this approach. The second section details the problems of launching parent empowerment opportunities, in a large urban setting, and a contrasting case examines the choice of enrollment option. Here, too, these studies examine the effectiveness of these programs. The conclusion reflects on the opportunities such innovations provide for researchers and assesses the importance of such research in shaping the innovations themselves through evaluations while they are in process.

目次

  • Introduction - Examining School Restructuring Efforts, G. Alfred Hess, Jr. Part 1 Empowering Teachers: Work That Is Real - Why Teachers Should Be Empowered, William Ayers
  • Rural Science and Mathematics Education - Empowerment Through Self-Reflection and Expanding Curricular Alternatives, Mary Jo McGee Brown
  • The Dangers of Assuming a Consensus for Change - Some Examples from the Coalition of Essential Schools, Donna E. Muncey and Partick J. McQuillan
  • Empowerment of Teachers in Dade County's School-Based Management Pilot, Marjorie K. Hanson et al
  • Conflict in Restructuring the Principal-Teacher Relationship in Memphis, Carol Plata Etheridge and Thomas W. Collins
  • Rural Responses to Kentucky's Education Reform Act, Pamelia Coe and Patricia J. Kannapel. Part 2 Empowering Parents: The Case for Parent and Community Involvement, Donald R. Moore
  • Who's Making What Decisions - Monitoring Authority Shifts in Chicago School Reform, Alfred G. Hess, Jr and John Q. Easton
  • School Reform in East Harlem - Alternative Schools vs Schools of Choice, Diane Harrington and Peter W. Cookson, Jr. Part 3 Anthropological Perspectives: The Role of Anthropologists in Restructuring Schools, Thomas G. Carroll
  • Critical Friends in the Frey - An Experiment in Applying Critical Ethnography to School Restructuring, John M. Watkins
  • Through the Eyes of Anthropologists, Alfred G. Hess Jr.
巻冊次

: pbk. : alk. paper ISBN 9780897892766

内容説明

A much-needed examination of the impact on teachers and parents of the effort to improve our schools through restructuring, this book looks at professionalization and parent empowerment programs from the ground level rather than from the large-scale policy level. The editor, active in both policy setting and monitoring implementation, approaches the subject with an overarching view that weaves together a set of diverse case studies that examine some of the most notable efforts in this area of school reform. The first section demonstrates the tremendous difficulties involved in attempting to reshape the culture of public school teaching, noting both institutional resistance to change and the personal resistance of the professionals who are, in theory, being empowered through this approach. The second section details the problems of launching parent empowerment opportunities, in a large urban setting, and a contrasting case examines the choice of enrollment option. Here, too, these studies examine the effectiveness of these programs. The conclusion reflects on the opportunities such innovations provide for researchers and assesses the importance of such research in shaping the innovations themselves through evaluations while they are in process.

目次

Introduction: Examining School Restructuring Efforts by G. Alfred Hess, Jr. Empowering Teachers Work That Is Real: Why Teachers Should Be Empowered by William Ayers Rural Science and Mathematics Education: Empowerment Through Self-Reflection and Expanding Curricular Alternatives by Mary Jo McGee Brown The Dangers of Assuming a Consensus for Change: Some Examples from the Coalition of Essential Schools by Donna E. Muncey and Patrick J. McQuillan Empowerment of Teachers in Dade County's School-Based Management Pilot by Marjorie K. Hanson, Don R. Morris, and Robert A. Collins Conflict in Restructuring the Principal-Teacher Relationship in Memphis by Carol Plata Etheridge and Thomas W. Collins Rural Responses to Kentucky's Education Reform Act by Pamelia Coe and Patricia J. Kannapel Empowering Parents The Case for Parent and Community Involvement by Donald R. Moore Who's Making What Decisions: Monitoring Authority Shifts in Chicago School Reform by G. Alfred Hess, Jr. and John Q. Easton School Reform in East Harlem: Alternative Schools vs. "Schools of Choice" by Diane Harrington and Peter W. Cookson, Jr. Anthropological Perspectives The Role of Anthropologists in Restructuring Schools by Thomas G. Carroll Critical Friends in the Frey: An Experiment in Applying Critical Ethnography to School Restructuring by John M. Watkins Through the Eyes of Anthropologists by G. Alfred Hess, Jr. Bibliography Index

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