Bright Flight: Desegregating Boston’s Elite Public Schools, 1960-2000

2020 ◽  
pp. 009614422094996
Author(s):  
Kimberly Probolus-Cedroni
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Educational Opportunities ◽  
Neighborhood Schools ◽  
High Achieving Students ◽  
Urban School Systems ◽  
New Perspective ◽  
Historical Moment ◽  
Boston School

This article uses Boston as a case study to examine how elite, public schools that admitted students on the basis of “merit” perpetuated segregation and inequity in urban school systems. Merit justified the unequal allocation of educational opportunities, and the group that benefited most from merit-based admissions were families who could afford to send their children to private primary schools before “testing into” public secondary schools. I argue that merit-based admissions facilitated bright flight: the loss of high-achieving students from neighborhood schools. This study complicates and offers a new perspective on Boston school desegregation and has timely implications for our current historical moment.

scholarly journals Equality of Educational Opportunities at Public Primary Schools in Argentina

2013 ◽  
Vol 21 ◽  
pp. 89
Author(s):  
Cecilia Adrogue
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
School Quality ◽  
Educational Opportunity ◽  
Economic Status ◽  
National Level ◽  
Educational Opportunities ◽  
Distribution Of Resources ◽  
Equality Of Educational Opportunities ◽  
School Differences

This paper assesses the degree of equality of educational opportunities across Argentina’s public primary schools. The main finding is that there are inequalities between jurisdictions, but even greater inequalities within them, suggesting the existence of serious problems in the distribution of resources at the sub-national level. Following the recommendations of the specialized literature, estimates of school quality and measures of disparity in educational opportunity were calculated. While school differences were found across provinces, even greater discrepancies were found among public schools located within provinces, which are responsible for the provision of primary education. Most importantly, inequality among public schools is found to be associated with factors that are considered socially unacceptable, such as the student’s socio-economic status even among schools financed by the same governmental unit.  

scholarly journals School and community partnership in promoting elementary education: A case study of union council Chountra, Rawalpindi, Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 301-319
Author(s):  
Malik Ghulam Behlol ◽  
Faiza Masood
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Elementary Education ◽  
Primary Schools ◽  
Retention Rate ◽  
Research Question ◽  
Structured Interview ◽  
Union Council ◽  
School And Community

The local communities and School Councils (SC) play a significant role in supporting the schools for successful and effective learning at the elementary level. This study examines the extent of community-school partnership in improving the functioning of elementary schools, and community development through the agency of SC. The main research question of the study was, how school and community mutually guide, interact and support each other for solving the burning issues faced to primary schools in their effective functioning.  The case study method with survey technique was applied to conduct this study. Thirteen elementary schools located in Union Council (UC) Chountra, a Sub-Tehsil of district Rawalpindi were taken as an integrated case. The quantitative and qualitative data was gathered through a checklist with five point Likert scale, and a semi-structured interview which were corroborated for analysis to draw findings and conclusions. Analysis revealed that schools are not fully successful in increasing the retention rate for the universalization of elementary education due to poor teachers’ commitment, unattractive school buildings, corporal punishment, and parents’ deteriorating trust in public schools. Participation of community through the agency of SC in academic, administrative, logistic matters of schools is almost non-functional.

scholarly journals A Survey of Teachers’ Experience in Implementing Yoruba Medium of Instruction in the Lower Primary Schools of Ikire Nigeria

2017 ◽  
Vol 3 (4) ◽  
pp. 6-15
Author(s):  
Akintoye Japhet
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Elementary Science ◽  
Mother Tongue ◽  
National Policy ◽  
Teaching Experience ◽  
Medium Of Instruction ◽  
Local Case ◽  
Mother Tongue Instruction

The paper investigated the local implementation of the National Policy of Education (NPE) on the use of mother tongues or the languages of the immediate community. Using a case study approach of Yoruba medium of instruction in Ikire in the south-western part of Nigeria, data were collected from 50 teachers from both private and public schools. These respondents were selected on being able to satisfy the following conditions: first, they should be able to communicate in Yoruba; second, they should have adequate teaching experience; third, they should have good academic qualifications; and fourth, they should have been teaching, for more than a year, Elementary Science (the particular classroom subject the study examined being taught to the pupils). These conditions ensured the teachers engaged had cognate experience in teaching a science subject that can reveal the level of terminology development within Yoruba as an adequate medium of mother tongue instruction. The result affirmed the advantages of Yoruba medium of instruction over English; however, Yoruba was not exclusively used for the pupils contrary to the expectation in the mother tongue medium of instruction policy. Most of the teachers used in the study preferred to employ a bilingual mode of instruction combining Yoruba with English, claiming that English had better educational resources for the subject they were teaching. This paper, though, based on a local case study, can be used to estimate the expected limitation to be encountered while implementing mother tongue instruction in a similar linguistic domain.

A Machine for Feeling: Ping's Posthuman Affect

2017 ◽  
Vol 26 (1) ◽  
pp. 87-102
Author(s):  
Alys Moody
Keyword(s):  
Twentieth Century ◽  
Scholarly Work ◽  
Active Involvement ◽  
Affective Quality ◽  
Contemporary Perspective ◽  
The Moment ◽  
Natural Emotion ◽  
Archival Quality ◽  
Historical Moment

Beckett's famous claim that his writing seeks to ‘work on the nerves of the audience, not the intellect’ points to the centrality of affect in his work. But while his writing's affective quality is widely acknowledged by readers of his work, its refusal of intellect has made it difficult to take fully into account in scholarly work on Beckett. Taking Beckett's 1967 short prose text Ping as a case study, this essay is an attempt to take the affective qualities of Beckett's writing seriously and to consider the implications of his affectively dense writing for his texts’ relationship to history. I argue that Ping's affect emerges from the rhythms of its prose, producing a highly ‘speakable’ text in which affect precedes interpretation. In Ping, however, this affective rhythmic patterning is portrayed as mechanical, the product of the machinic ‘ping’ that punctuates the text and the text's own mechanical rhythms, demanding the active involvement of the reader. The essay concludes by arguing that Ping's mechanised affect is a specifically historical feeling. Arising from a specifically twentieth-century anxiety about technology's tendency to evacuate ‘natural’ emotion in favour of inhuman affect, it participates in a tradition of affectively resonant but curiously blank or indifferent performances of cyborg embodiment. Read in this historical light, Ping's implication of the reader in the production of its mechanised affect grants it, from our contemporary perspective, an archival quality. At the same time, it asks us to broaden the way in which we understand the Beckettian text's relationship to history, pointing to the existence of a more complex and recursive relationship between literature, its historical moment, and our contemporary moment of reading. Such a post-archival historicism sees texts as generated by but not bound to their historical moments of composition, and understands the moment of reception as an integral, if shifting, part of the text's history.

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

Laser Voltage Imaging: A New Perspective of Laser Voltage Probing

2010 ◽  
Author(s):  
Yin S. Ng ◽  
Ted Lundquist ◽  
Dmitry Skvortsov ◽  
Joy Liao ◽  
Steven Kasapi ◽  
...  
Keyword(s):  
Failure Analysis ◽  
Functional Failure ◽  
Voltage Imaging ◽  
Laser Probing ◽  
New Perspective

Abstract Laser Voltage Imaging (LVI) is a new application developed from Laser Voltage Probing (LVP). Most LVP applications have focused on design debug or design characterization, and are seldom used for global functional failure analysis. LVI enables the failure analysis engineer to utilize laser probing techniques in the failure analysis realm. In this paper, we present LVI as an emerging FA technique. We will discuss setting up an LVI acquisition and present its current challenges. Finally, we will present an LVI application in the form of a case study.

Contentious Rituals

2019 ◽  
Author(s):  
Jonathan S. Blake
Keyword(s):  
Northern Ireland ◽  
Contentious Politics ◽  
Negative Consequences ◽  
Good Friday ◽  
Political Events ◽  
Politics And Culture ◽  
Interview Survey ◽  
New Perspective ◽  
Identity Expression

Why do people participate in controversial symbolic events that drive wedges between groups and occasionally spark violence? This book examines this question through an in-depth case study of Northern Ireland. Protestant organizations perform over 2,500 parades across Northern Ireland each year. Protestants tend to see the parades as festive occasions that celebrate Protestant history and culture. Catholics, however, tend to see them as hateful, intimidating, and triumphalist. As a result, parades have been a major source of conflict in the years since the Belfast/Good Friday Agreement. This book examines why, given the often negative consequences, people choose to participate in these parades. Drawing on theories from the study of contentious politics and the study of ritual, the book argues that paraders are more interested in the benefits intrinsic to participation in a communal ritual than the external consequences of their action. The book presents analysis of original quantitative and qualitative data to support this argument and to test it against prominent alternative explanations. Interview, survey, and ethnographic data are also used to explore issues central to parade participation, including identity expression, commemoration, tradition, the pleasures of participation, and communicating a message to outside audiences. The book additionally examines a paradox at the center of parading: while most observers see parades as political events, the participants do not. Altogether, the book offers a new perspective on politics and culture in the aftermath of ethnic violence.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

Modding Europa Universalis IV: An informal gaming practice transposed into a formal learning setting

2021 ◽  
pp. 204275302110229
Author(s):  
Rhett Loban
Keyword(s):  
Survey Data ◽  
Formal Analysis ◽  
Educational Opportunities ◽  
Formal Learning ◽  
Game Based Learning ◽  
Quantitative Survey ◽  
Learning History ◽  
Formal Tool ◽  
Study Participants

This article explores the use of modding as a formal tool for learning history. The article examines data from a formal analysis of Europa Universalis IV (EUIV), a survey of 331 EUIV forum participants and a case study of 18 university participants. Significant quantitative survey data indicated that 45% (149/331) of participants had modified EUIV, and of the 125 participants who responded with comments about modding, a significant number (86/125 responses or 68.8%) explained how they had learnt about history, geography or other subjects through the modding process. Closer analysis of survey and case study responses and mods reveals the variety of ways participants learnt and critiqued history through the modding process. The article discusses the data and the pedagogical affordance of modding in a few steps. First, the article briefly explores the evidence that indicates modding is popular within the EUIV gaming community. In this instance, it examines whether given the popularity of gaming practice, modding might also be seen as a new casual form of engagement with games. Second, the article reviews the modding process in EUIV and examines how both playing and creating mods may be beneficial for learning history. Modding is examined in terms of its pedagogical importance and the unique educational opportunities it may offer that are not otherwise accessible through other forms of game-based learning. Finally, the article explores how and what the case study participants learnt when they were tasked with creating and implementing playable mods to demonstrate their understanding of history. Overall, the article considers the growing importance of mods, how learners can create and represent history using mods and how mods can provide a platform for learners to develop their own critique and analysis of official history.

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