Introduction to Student Voice in American Education Policy

2015 ◽  
Vol 117 (13) ◽  
pp. 1-18 ◽  
Author(s):  
Jerusha O. Conner ◽  
Rachel Ebby-Rosin ◽  
Amanda S. Brown
Keyword(s):  
Education Policy ◽  
Education Reform ◽  
Student Voice ◽  
The United States ◽  
Policy Debates ◽  
Educational Processes ◽  
Agents Of Change ◽  
Integral Role ◽  
History Of ◽  
To Come

This introduction sets up the volume by defining student voice, reviewing the philosophical and theoretical warrants for it, briefly summarizing the history of the movement in the United States, and synthesizing extant research on the topic. It also explains the tripartite structure of the book (Discovering, Developing, and Demonstrating the Power of Student Voice) and previews the chapters to come. The student voice initiatives analyzed in this volume represent a powerful new model of education reform—one in which students assume an active, integral role. No longer can students be cast simply as the targets of educational policies and the passive beneficiaries of educational processes. As students across the country add their voices to policy debates and assume critical roles as educational innovators, analysts, researchers, and agents of change—not just in their schools, but on local, state, and national stages—they are shaping education policy in powerful ways. Though student voice may be a trendy term in some educational circles, these students’ efforts to make their schools and the school system more responsive to their needs show student voice to be both a serious and a significant reform strategy.

Privatization—Chipping Away at Government

2020 ◽  
pp. 106-128
Author(s):  
Donald Cohen
Keyword(s):  
Common Good ◽  
Public Services ◽  
The United States ◽  
Right Wing ◽  
Public And Private ◽  
The Public ◽  
Goods And Services ◽  
Policy Debates ◽  
History Of ◽  
The Right

This chapter focuses on the right wing's astonishingly successful efforts to privatize public goods and services. Privatization has been one of the highest priorities of the right wing for many years, and the chapter shows how it threatens both labor and democracy. Intentionally blurring the lines between public and private institutions, private companies and market forces undermine the common good. This chapter documents the history of privatization in the United States, from President Reagan's early efforts to Clinton and Gore's belief in private markets. Showing how privatization undermines democratic government, the chapter describes complex contracts that are difficult to understand, poorly negotiated “public–private partnership” deals, and contracts that provide incentives to deny public services. With huge amounts of money at stake, privateers are increasingly weighing in on policy debates—not based on the public interest but rather in pursuit of avenues that increase their revenues, profits, and market share. Privatization not only destroys union jobs but also aims to cripple union political involvement so that the corporate agenda can spread unfettered. Nevertheless, community-based battles against privatization have succeeded in many localities, demonstrating the power of fighting back to defend public services, public jobs, and democratic processes.

American Policy in Gifted Education

2018 ◽  
Vol 41 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
Education Policy ◽  
Gifted Education ◽  
National Level ◽  
State Level ◽  
The United States ◽  
Specific Aspect ◽  
Policy And Practice ◽  
Case Examples ◽  
Gifted Program ◽  
History Of

This article explores the history of gifted education policy and practice in the United States over the last five decades, documenting the lack of sustained progress in obtaining sustained federal support. It also highlights two case examples, one at the state level and a second at the national level of where a policy in a specific aspect of gifted program development has been successfully advanced. Implications of the article suggest that gifted education policy is not coherent across the country, is controlled by state legislatures, and subject to annual scrutiny for continued and new funding.

James Herrick (1861–1954): Consultant physician and cardiologist

2018 ◽  
Vol 26 (2) ◽  
pp. 132-136
Author(s):  
Todd M Olszewski
Keyword(s):  
Medical Profession ◽  
Case Reports ◽  
Coronary Thrombosis ◽  
The United States ◽  
Laboratory Evaluation ◽  
American Medicine ◽  
Consultant Physician ◽  
Integral Role ◽  
History Of ◽  
Clinical Description

In 1910, James Bryan Herrick published the first clinical and laboratory description of sickle cell anemia. Two years later, he published a case report on coronary thrombosis. Together, these case reports solidified his reputation as one of the premier diagnosticians of his generation. Now regarded as a central figure in the history of American medicine, Herrick played an integral role in the clinical adoption of the electrocardiograph and the professionalization of cardiology in the United States. Although a full decade passed before the medical profession recognized his clinical description of coronary thrombosis and myocardial infarction, it has had profound implications for cardiovascular medicine and prevention over the past hundred years. As a consultant physician, Herrick advocated in favor of incorporating chemistry and laboratory evaluation into clinical practice.

History of the Department of Surgery at Albany Medical Center

2013 ◽  
Vol 79 (3) ◽  
pp. 221-231 ◽  
Author(s):  
David J. Conti ◽  
Neil Lempert ◽  
Steven C. Stain
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical Center ◽  
The United States ◽  
Medical College ◽  
Albany Medical College ◽  
Integral Role ◽  
History Of ◽  
Flexner Report ◽  
Teaching Programs

Surgeons have always played an integral role in the history of the Albany Medical Center and Albany Medical College. In addition to supporting vital patient care and teaching programs, the Department of Surgery has played an important administrative role providing the college with five deans. The origins of the Department of Surgery reach back to 1910 when the American Medical Association-sponsored Flexner report proposed dramatic changes in the structure and format of medical education in the United States. In response to the recommendations of the report, the medical center restructured its faculty and curriculum to meet the demands of a rapidly advancing profession. One result of this reorganization was the formation of the Department of Surgery in 1912. Dr. Arthur Elting was named the first Chair of the Department in 1915. This report will review the history of the Department, focusing on the eight surgeons who have served as Chair.

Health and Health Systems in the United States

2021 ◽  
Author(s):  
Parin Dossa
Keyword(s):  
United States ◽  
Health Beliefs ◽  
Clinical Care ◽  
The United States ◽  
American Muslims ◽  
African Slaves ◽  
History Of ◽  
To Come ◽  
American Society ◽  
Health Beliefs And Practices

The long history of Islam in the United States is not well understood. The first Muslims to come to this country were African slaves followed by Muslims from the Ottoman Empire. As time went by, other Muslims from different parts of the world followed suit. Today, Muslims form part of the sociocultural and religious diversity of US society. A unique feature of this community is its diversity, a function of different schools of thought as well as different migration trajectories in terms of ethnicity, gender, age, class, and countries of origin. Its diversity has generated a rich body of knowledge on health care that can enrich the American biomedical model. Yet, this knowledge has been subjugated and remains unrecognized owing to structural exclusion of Muslims exacerbated by 9/11. The aim of this article is to highlight health beliefs and practices of American Muslims with the view to recognizing their contribution to American society, leading to greater acceptance of this community. In sum, beyond addressing systemic exclusion, it is important to recognize that American Muslims have a long history and richness in understanding health in diverse sociocultural milieus in Islam that can and should be recognized in clinical care.

The Black Legend of Texas

PMLA ◽  
2016 ◽  
Vol 131 (3) ◽  
pp. 735-742 ◽  
Author(s):  
Anna Brickhouse
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
New York ◽  
Latin American ◽  
Print Culture ◽  
The United States ◽  
American Colonies ◽  
History Of ◽  
To Come ◽  
Foundational Work

Among The Many Significant Contributions of Raúl Coronado's A World Not to Come: A History Of Latino Writing and Print Culture is its vivid account of a lost Latino public sphere, a little-known milieu of hispanophone intellectual culture dating back to the early nineteenth century and formed in the historical interstices of Spanish American colonies, emergent Latin American nations, and the early imperial interests of the United States. In this respect, the book builds on the foundational work of Kirsten Silva Gruesz's Ambassadors of Culture: The Transamerican Origins of Latino Writing, which gave definitive shape to the field of early Latino studies by addressing what were then (and in some ways still are) the “methodological problems of proposing to locate the ‘origins’ of Latino writing in the nineteenth century.” Gruesz unfolded a vast panorama of forgotten Spanish-language print culture throughout the United States, from Philadelphia and New York to New Orleans and California, in which letters, stories, essays, and above all poetry bequeathed what she showed convincingly were “important, even crucial, ways of understanding the world” that had been largely lost to history (x). Coronado's book carries forward this project of recovery, exploring a particular scene of early Latino writing centered in Texas during its last revolutionary decades as one of the Interior Provinces of New Spain, its abrupt transition to an independent republic, and its eventual annexation by the United States. As a “history of textuality” rather than a study of literary culture per se (28), the book tells the story of the first printing presses in Texas but also evinces the importance of manuscript circulation as well as private and sometimes unfinished texts. A World Not to Come concerns both print culture and origins but refuses to fetishize either, attending to the past not to “the degree that it is a measure of the future,” as Rosaura Sánchez once put it, but for the very opposite reason: because it portended a future that was never realized (qtd. in Gruesz, Ambassadors xi).

“…And that’s why I Teach For America”: American education reform and the role of redemptive stories

2016 ◽  
Vol 36 (2) ◽  
Author(s):  
Chloe Ahmann
Keyword(s):  
School Reform ◽  
Education Reform ◽  
Personal Narratives ◽  
The United States ◽  
Teach For America ◽  
Individual Identity ◽  
Master Teachers ◽  
History Of ◽  
The Individual

AbstractThis article interrogates the discursive relationship between school reform and redemption in the United States by examining the personal narratives of Teach For America corps members. After tracing the history of Teach For America and describing the rites of passage in which teachers’ “redemptive stories” are told, I analyze the generic arc that underlies them and show that it mirrors broader processes of in-group socialization. In doing so, I argue that Teach For America’s brand of redemptive storytelling – in addition to crafting individual identity, contributing to group cohesion, and enlivening performance at ritualized events – also affects organizational authority. As corps members master their stories of reform and redemption, paralleling the path to becoming “master teachers,” they participate in a process of “becoming” that reproduces in micro-scale the maturation of Teach For America. More profoundly, these transformations represent a distinct response to traditions of American confessional storytelling and the accountability-based education movement. Redemptive stories thus bind the socialization of the individual reformer to issues afoot more broadly in the province of education policy.

Edward W. Blyden, W. E. B. Du Bois, and the ‘Color Complex’

1992 ◽  
Vol 30 (4) ◽  
pp. 669-684 ◽  
Author(s):  
Michael J. C. Echeruo
Keyword(s):  
Black People ◽  
The United States ◽  
The Body ◽  
African Experience ◽  
Starting Point ◽  
Color Complex ◽  
Long Time ◽  
History Of ◽  
To Come ◽  
The Mind

This article is an attempt to present (and thereby to come to terms with) an important aspect of the meaning of race as it relates to the experience of black people, especially in America. It commences with Edward W. Blyden because his ‘color complex’ is of a kind that brings us back, not without much embarrassment, to the realisation that while colour may be a state of the mind, it is also and even primarily a matter of the body. Blyden is particularly appropriate as a starting point, for he is an epitome, in many ways, of the African experience in the later nineteenth century, linking (as he does) the multiple experiences of the Caribbean, the United States, and mainland Africa. He wrote at a time when the intellectual and other currents in ‘Negro’ America flowed easily to the new centres of influence in Liberia and colonial West Africa. He was thus the product of the history of Africanity in his period, and for a long time after.

scholarly journals The rise and/or fall of Baby PISA testing

2020 ◽  
Vol 69 (2) ◽  
pp. 117-132
Author(s):  
Dragana Purešević
Keyword(s):  
Education Policy ◽  
Standardized Testing ◽  
Global Education ◽  
Policy And Practice ◽  
Educational Value ◽  
Starting Point ◽  
The World ◽  
History Of ◽  
Alternative Approaches ◽  
To Come

In the paper, we take the neoliberal approach to education as our starting point and proceed to look at how the test-based approach to assessment affects the shaping of global education policy and practice. The focus of the paper is on the latest global neoliberal trend to come from the OECD network of standardized testing - the IELS study, often referred to as Baby PISA. In view of the fact that the launching of this study has met with a range of reactions by early education experts, we provide an overview of the history of this study, its implementation, and the key critiques of Baby PISA testing. Finally, we examine the question of what neoliberalism has achieved with the standardization of education, and propose a discussion about alternative approaches to education, as well as to assessment. The approaches we highlight are based on an understanding of the complexity of the world we live in, in which we must find a way to live together and participate with purpose. We conclude that education does not need uniformity, but rather diversity, whose educational value lies in the "ethics of meetings".

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