scholarly journals The Charter School Law in Massachusetts: Analysis, Commentary, Wish

2014 ◽  
Vol 100 ◽  
pp. 97-104
Author(s):  
David I. Rubin
Keyword(s):  
Public Education ◽  
Charter School ◽  
School Law ◽  
Political Agenda ◽  
Liberal Democratic ◽  
Testing Ground ◽  
K 12 ◽  
Charter School Law ◽  
The U.S

Nowhere is the link between the right's national political agenda and the privatization of public education clearer than in Massachusetts.  In November 1995, just weeks before announcing that he would run for the U.S. Senate against the liberal Democratic incumbent John Kerry, Governor William Weld unveiled a truly radical plan for reshaping K-12 education that could make Massachusetts the testing ground for every weapon in the privatization arsenal.

A State Charter School Law in Transition

2006 ◽  
Vol 1 (3) ◽  
pp. 145-175 ◽  
Author(s):  
Robert A. Fox ◽  
Nina K. Buchanan
Keyword(s):  
Charter School ◽  
School Law ◽  
Charter School Law

scholarly journals Local Charter School Policy Implementation: Do Policy Networks Matter?

2015 ◽  
Vol 30 (1) ◽  
pp. 185-206
Author(s):  
Lee Jeongho [John] ◽  
Choi Young Hoon
Keyword(s):  
School Districts ◽  
Charter School ◽  
Research Question ◽  
The United States ◽  
School Policy ◽  
School Law ◽  
Policy Network ◽  
School Services ◽  
Charter School Policy ◽  
Charter School Law

This article draws on research focusing on implementation of local charter school policy in the United States. Since Colorado passed charter school law in 1993, charter school policy has spread very fast and many charter schools have been operating across Colorado. However, there is the variation in the implementation of each school district's state charter school policy. Some school districts implement the state's charter school law very actively through providing their students with charter school services while other school districts do not. The primary research question of the study is to examine why the uneven implementation of charter school policy emerges among Colorado's school districts. The statistical results reveal that the policy network factor is the most persuasive evidence in answering the research question.

Kämpfe um Bergbau und die Möglichkeiten demokratischer Transformation

2017 ◽  
Vol 47 (189) ◽  
Author(s):  
Kristina Dietz
Keyword(s):  
Direct Democracy ◽  
Social Power ◽  
Political Agenda ◽  
The Political ◽  
Liberal Democratic ◽  
Political Effects ◽  
Mining Project ◽  
National Governments ◽  
The Relationship

The article explores the political effects of popular consultations as a means of direct democracy in struggles over mining. Building on concepts from participatory and materialist democracy theory, it shows the transformative potentials of processes of direct democracy towards democratization and emancipation under, and beyond, capitalist and liberal democratic conditions. Empirically the analysis is based on a case study on the protests against the La Colosa gold mining project in Colombia. The analysis reveals that although processes of direct democracy in conflicts over mining cannot transform existing class inequalities and social power relations fundamentally, they can nevertheless alter elements thereof. These are for example the relationship between local and national governments, changes of the political agenda of mining and the opening of new spaces for political participation, where previously there were none. It is here where it’s emancipatory potential can be found.

The Real School Safety Problem

2016 ◽  
Author(s):  
Aaron Kupchik
Keyword(s):  
Police Officers ◽  
School Safety ◽  
Zero Tolerance ◽  
Safe Schools ◽  
Original Research ◽  
School Security ◽  
Safety Problem ◽  
The Real ◽  
K 12 ◽  
The U.S

Since the 1990s, K-12 schools across the U.S. have changed in important ways in an effort to maintain safe schools. They have added police officers, surveillance cameras, zero tolerance policies, and other equipment and personnel, while increasingly relying on suspension and other punishments. Unfortunately, we have implemented these practices based on assumptions that they will be effective at maintaining safety and helping youth, not based on evidence. The Real School Safety Problem addresses this problem in two ways. One, it provides a clear discussion of what we know and what we don’t yet know about the school security and punishment practices and their effects on students and schools. Two, it offers original research that extends what we know in important ways, showing how school security and punishment affects students, their families, their schools and their communities years into the future. Schools are indeed in crisis. But the real school safety problem is not that students are either out of control or in danger. Rather, the real school safety problem is that our efforts to maintain school safety have gone too far and in the wrong directions. As a result, we over-police and punish students in a way that hurts students, their families and their communities in broad and long-lasting ways.

“It's Different Here”: Complicating Concepts of College Knowledge and First Generation through an Immigrant Lens

2018 ◽  
Vol 120 (11) ◽  
pp. 1-36
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
United States ◽  
College Preparation ◽  
First Generation ◽  
Immigrant Families ◽  
The United States ◽  
College Knowledge ◽  
K 12 ◽  
First Generation To College ◽  
College Educated ◽  
The U.S

Background/Context Children of immigrants are the fastest growing segment of the U.S. child population, and these children are increasingly entering the U.S. educational pipeline and seeking access to college. Gaining access to college in the United States requires college knowledge. Yet, obtaining college knowledge can be difficult for immigrant families, who may lack familiarity with the U.S. education system. Although one third of all immigrants possess a college degree, many earned their degree abroad or in the United States as international students and/or adult learners. Therefore, the children of college-educated immigrants may be the first in their family to seek access to college via the U.S. K–12 system. Purpose/Objective/Research Question/Focus of Study This study explores how African immigrant multigenerational families engage in college preparation. All families had at least one parent who had attained a college degree. In each family, the college-educated parent(s) either received their degree abroad or received their degree in the United States as an international student or adult returning student. The research questions are: How do immigrant families explain navigating the college-going process when their children are first in the family to prepare for college via the U.S. K–12 system? How do immigrant families describe their level of comfort with college preparation when their children are first in the family to prepare for college via the U.S. K–12 system? Research Design A qualitative, multiple case design was used. Findings/Results The findings demonstrate that although the children in this study were not first generation to college in a traditional sense, they experienced many of the same challenges. For the families in this study, the parents possessed institutionalized capital but often lacked what emerged as “U.S.-based college knowledge,” which impacted their experience with the college choice process. Conclusions/Recommendations Families’ lack of familiarity with the U.S. college preparation process (college testing, academic tracking, cost of college/financial aid) leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

A New Understanding of our Confusion

2017 ◽  
pp. 582-604 ◽  
Author(s):  
Christopher Seals ◽  
Akesha Horton ◽  
Inese Berzina-Pitcher ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Selection Process ◽  
Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
Stem Instruction ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

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