Crumbling Walls, Peeling Paint, and High Achievement Orientation: Alternative Facts or Truth?

2020 ◽  
Vol 53 (1) ◽  
pp. 3-22
Author(s):  
Danielle A. Rathey
Keyword(s):  
Public Education ◽  
School Choice ◽  
Historical Context ◽  
Attendance Rates ◽  
Neighborhood Schools ◽  
Achievement Orientation ◽  
Achievement Data ◽  
Research Article ◽  
Alternative Facts ◽  
The Right

This article examines historical context shaping the achievement gap while considering school choice. Students in low performing districts are often labeled as unmotivated or not achievement oriented. These assertions are upheld by citing attendance rates, graduation rates, and achievement data. This research article demonstrates that a sample of students in a low performing district has similarly aligned attitudes and self-reported behaviors related to achievement and success as a neighboring affluent district. Differences appear when students reflect upon safety and resources. This article demonstrates that public education works when the right resources are in place; so why push minorities out of their neighborhood schools toward charters and magnets rather than bolster and make equitable the existing system?

Choice

2003 ◽  
Author(s):  
Jennifer L. Hochschild ◽  
Nathan Scovronick
Keyword(s):  
Public Education ◽  
School Choice ◽  
Civil Rights Movement ◽  
School System ◽  
Current System ◽  
Public Schooling ◽  
The Public ◽  
The People ◽  
The Individual ◽  
The Right

ALL OF THE REFORMS DISCUSSED SO FAR seek to promote the individual and collective goals of education by improving public schooling—making schools and classrooms more racially integrated, more equitably funded, more academically challenging, more focused on student learning. The most vehement critics of public education, however, look at the forty-year history of reform in this country and conclude that pursuit of the American dream through public schooling is bound to fail. They believe that the current system of public education exists for the adults who work in it and eats money, that the public has invested more than enough time and resources in trying to make the system work and should try another approach. In the words of a mother and choice advocate from New Hampshire, the public system is about “Power and money! The public school system is a powerful monopoly. The people running this monopoly fear change. They fear the resulting demise of their power.” To her mind, only by fighting this “chokehold” can we promote collective as well as individual goals of schooling: … If the school system doesn’t live up to our standards, we should have the right to “save” our children. . . . Any child not educated to be the best that he can be is heartbreaking to most parents. Any child not educated to be the best that he can be is of less value to the community he lives in. . . . This is where the concept of “school choice” becomes so important as a civil right…. Advocates of choice believe that public schooling cannot work and dooms poor children. “The combination of monopoly in the public sector, significant profitability for those who serve the monopoly and the unique ability for the wealthy to choose the best schools has translated into a nightmare of predictable results for ‘haves’ and ‘have-nots,’” says Lisa Keegan, the former superintendent of public instruction in Arizona:… Public education in the United States should be that in which the money necessary for an education follows a child to the school his or her parent determines is best. . . . The nation cannot abide a system that is blatantly unfair in the access it provides its students to excellent education. This battle for the right of all children to access a quality education is the civil rights movement of our time, and it will succeed.

Analytical Study of Violence Theme in Victoria Schwab’s This Savage Song

2019 ◽  
Keyword(s):  
Analytical Study ◽  
Research Paper ◽  
The Novel ◽  
Vicious Cycle ◽  
Aggressive Approach ◽  
Research Article ◽  
The People ◽  
The Social ◽  
Different Dimensions ◽  
The Right

This research article focuses on the theme of violence and its representation by the characters of the novel “This Savage Song” by Victoria Schwab. How violence is transmitted through genes to next generations and to what extent socio- psycho factors are involved in it, has also been discussed. Similarly, in what manner violent events and deeds by the parents affect the psychology of children and how it inculcates aggressive behaviour in their minds has been studied. What role is played by the parents in grooming the personality of children and ultimately their decisions to choose the right or wrong way has been argued. In the light of the theory of Judith Harris, this research paper highlights all the phenomena involved: How the social hierarchy controls the behaviour. In addition, the aggressive approach of the people in their lives has been analyzed in the light of the study of second theorist Thomas W Blume. As the novel is a unique representation of supernatural characters, the monsters, which are the products of some cruel deeds, this research paper brings out different dimensions of human sufferings with respect to these supernatural beings. Moreover, the researcher also discusses that, in what manner the curse of violence creates an inevitable vicious cycle of cruel monsters that makes the life of the characters turbulent and miserable.

Religious freedom and the ‘right to discriminate’ in the school admissions context: a neo-republican critique

Legal Studies ◽  
2011 ◽  
Vol 31 (4) ◽  
pp. 615-643 ◽  
Author(s):  
Eoin Daly ◽  
Tom Hickey
Keyword(s):  
Public Education ◽  
Religious Freedom ◽  
Religious Discrimination ◽  
Religious Schools ◽  
The Public ◽  
Definition Of ◽  
The Uk ◽  
The Right ◽  
Republican Theory ◽  
Faith Schools

In law and discourse, it has typically been assumed that the religious freedom of state-funded religious schools must trump any competing right to non-discrimination on grounds of belief. For example, the Irish Constitution has been interpreted as requiring the broad exemption of denominational schools from the statutory prohibition on religious discrimination in school admissions. This stance is mirrored in the UK Equality Act 2010. Thus, religious discrimination in the public education context has been rationalised with reference to a ‘liberty-equality dichotomy’, which prioritises the integrity of faith schools' ‘ethos’, as an imperative of religious freedom. We argue that this familiar conceptual dichotomy generates a novel set of absurdities in this peculiar context. We suggest that the construction of religious freedom and non-discrimination as separate and antagonistic values rests on a conceptually flawed definition of religious freedom itself, which overlooks the necessary dependence of religious freedom on non-discrimination. Furthermore, it overstates the necessity, to religious freedom, of religious schools' ‘right to discriminate’. We argue for an alternative ordering of the values of religious freedom and non-discrimination – which we locate within the neo-republican theory of freedom as non-domination.

An Argument for the Continued Validity of Woman-to-Woman Marriages in Post-2010 Kenya

2019 ◽  
Vol 63 (3) ◽  
pp. 303-328
Author(s):  
Monicah Kareithi ◽  
Frans Viljoen
Keyword(s):  
Legal Status ◽  
Historical Context ◽  
Cultural Practice ◽  
Same Sex ◽  
Opposite Sex ◽  
The Right

AbstractWoman-to-woman marriage is a form of customary marriage between two women, predominantly found in Africa. These customary marriages have been and to some extent still are conducted by various communities across Africa, including in Kenya. Communities such as the Kamba, Kisii, Nandi, Kikuyu and Kuria practise woman-to-woman marriages for a variety of reasons. The legal status of woman-to-woman marriages in Kenya is uncertain due to the provisions of article 45(2) of Kenya's Constitution of 2010 and section 3(1) of the Marriage Act of 2014, which stipulate that adults only have the right to marry persons of the opposite sex. However, a holistic and purposive reading of the constitution, taking into consideration its recognition of culture and the protection of children as important values in Kenyan society, and considering the historical context within which the provisions concerning same-sex marriages were included, leads to the conclusion that these provisions were not intended to proscribe the cultural practice of woman-to-woman marriage in Kenya. The constitutional validity of woman-to-woman marriage opens the door to a more expansive and fluid understanding of “family” in Kenya.

scholarly journals The Right to Strike in the Education Sector in Light of Constitutional Provisions and International Legal Obligations

2021 ◽  
Vol 28 (2) ◽  
pp. 129-138
Author(s):  
Aleksandra Bocheńska
Keyword(s):  
Public Education ◽  
Public Sector ◽  
Civil Service ◽  
Education Sector ◽  
Main Area ◽  
Area Of Interest ◽  
Current State ◽  
Legal Obligations ◽  
The Right

The main area of interest of this paper focuses on the right to strike in public education sector. All the possibilities of limiting the right to strike in this public sector needs to be verified in the context of constitutional provisions and international legal obligations binding the legislator. The possibility of “including” teachers in the Civil Service Corps is being considered in this paper. Under the current state of law, there are no grounds to restrict or prohibit the right to strike in the education sector. The potential subordination of teachers to the rigours binding the Civil Service Corps would require far-reaching adjustments within this institution, stemming from the constitutional provisions that would necessitate these changes.

scholarly journals Chronicle of the discovery of the back-bending phenomenon in atomic nuclei: a personal recollection 50 years on

2021 ◽  
Vol 46 (1) ◽  
Author(s):  
Hans Ryde
Keyword(s):  
Nuclear Structure ◽  
Ground State ◽  
Energy Levels ◽  
Historical Context ◽  
Rotational Frequency ◽  
Heavy Nuclei ◽  
Atomic Nuclei ◽  
Key Points ◽  
The Moment ◽  
The Right

AbstractA chronicle describing the historical context and the development of ideas and experiments leading to the discovery of the back-bending phenomenon in rapidly rotating atomic nuclei some 50 years ago is presented. The moment of inertia of some atomic nuclei increases anomalously at a certain rotational frequency, revealing important clues to our understanding of nuclear structure. I highlight the decisive interactions and contacts between experimentalists and theorists, which created the right environment, allowing for the revelation of an undetected phenomenon in Nature. Finally, I reflect on the key points allowing for the discovery and particularly point to the importance of systematic surveys, which in this case investigated the energy levels in heavy nuclei of a large sample of elements, as well as to the accuracy of the measurements of the ground state levels made at the time.

The Ironies of School Choice: Empowering Parents and Reconceptualizing Public Education

2012 ◽  
Vol 118 (4) ◽  
pp. 521-550 ◽  
Author(s):  
Heather K. Olson Beal ◽  
Petra Munro Hendry
Keyword(s):  
Public Education ◽  
School Choice

Three Themes in Sefer Ḥasidim

2020 ◽  
pp. 5-69
Author(s):  
Haym Soloveitchik
Keyword(s):  
Natural Law ◽  
Historical Context ◽  
Theoretical Evaluation ◽  
German Jews ◽  
Sources Of Authority ◽  
The Right ◽  
Sense Of Justice ◽  
Hasidei Ashkenaz ◽  
Talmud Torah ◽  
Common Perception

This chapter discusses how R. Yehudah he-Ḥasid's sense of right and justice, what he termed din shamayim (heavenly law), had little in common with halakhic norms; it resembled instead the 'natural law' of the Stoics, a sense of justice imprinted in all men's minds that guided them to a common perception of the right and the equitable. The meaning often given to din shamayim, the centrality attributed to it in the German Pietists' thought, and the image of the-Ḥasid as torn (consciously or not) between two competing sources of authority reveal more about the outlook of modern Jewish historiography than about the thinking of those medieval German Jews who so aspired to the epithet 'Ḥasidim'. The chapter then questions whether the celebrated remarks of Sefer Ḥasidim about talmud Torah and talmidei ḥakhamim constituted a theoretical evaluation of these institutions and thus expressed a basic axiological critique, or whether these words arose from a distinct historical context and possessed a specific address. It is the tosafist movement that forms the backdrop to Ḥasidei Ashkenaz. Much of Sefer Ḥasidim, both good and bad, is a product of and a response to the disruptive effects of the new dialectic.

Will NCLB Improve or Harm Public Education?

2006 ◽  
Vol 76 (4) ◽  
pp. 503-525 ◽  
Author(s):  
JOHN BORKOWSKI ◽  
MAREE SNEED
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
English Language ◽  
Local Level ◽  
Federal Funding ◽  
Language Learner ◽  
Adequate Funding ◽  
State And Local ◽  
The Right

Drawing on their legal expertise and their experience working with public school districts, John W. Borkowski and Maree Sneed discuss the controversies surrounding the implementation of the No Child Left Behind Act (NCLB). They acknowledge that its principal benefits lie in its recognition of the right of each child to learn and be assessed by high academic standards, as well as in the act's requirement that test results be disaggregated by race, ethnicity, socioeconomic status, disability, and English language learner status. However, they critique the act's imposition of untested, federally mandated remedies driven by ideology rather than by scientific, educational research. These unproven, federally mandated remedies, along with inconsistencies in state and local implementation, are potentially more harmful than helpful. Finally, the authors examine the federal funding needed to implement additional tests, accountability measures, and the proven reforms necessary to improve educational outcomes. They argue that adequate funding has not been provided for these purposes, and that federal funds allotted for NCLB implementation should reflect the increases in resources necessary to improve public education and should be used for appropriate remedial measures designed and implemented at the state and local level. Borkowski and Sneed remain hopeful that with appropriate and consistent assessments, locally driven educational improvement measures, and adequate federal funding, NCLB can fulfill its promise to ensure educational equity for all students in American public schools.

Reflecting on the Education Position Statement of AAIDD and The Arc

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 6-26
Author(s):  
Anthony M. Rodriguez ◽  
Debbie Taub ◽  
LaRon Scott ◽  
Susan R. Copeland ◽  
Kendra Williams-Diehm ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
School Choice ◽  
Postsecondary Education ◽  
Position Statement ◽  
System Capacity ◽  
Educational Systems ◽  
Intellectual And Developmental Disabilities ◽  
High Expectations ◽  
Research Findings ◽  
The Right

Abstract This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory and comprehensive eligibility evaluations and appropriate assessments; (c) high expectations and FAPE; (d) autonomy, self-determination, and decision-making supports; (e) inclusion and least restrictive environments (LRE); (f) safe and supportive education environments; (g) school choice; (h) family and student participation; (i) lifelong education, transition, and postsecondary education; and (j) system capacity development, funding, oversight, and accountability. Research findings documenting positive outcomes associated with implementing each area of action are described and relevant legal mandates and case law are discussed. Recommendations are made for changes to educational systems and practices that create barriers to the access of FAPE for students with IDD.

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