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School Zone: A Problem Analysis of Student Offending and Victimization
by Pamela Wilcox Graham C. Ousey Marie Skubak TillyerSchools should be safe—but they are not always safe for everybody. Authors Pamela Wilcox, Graham Ousey, and Marie Skubak Tillyer studied crime among students located across diverse middle- and high-school settings to investigate why some students engage in delinquency—but others do not—and why some students are more prone to victimization. School Zone focuses on the three key interactional elements—context, victims, and offenders—to understand and explain the impact of common crimes such as theft, weapon carrying, drug possession and the verbal, physical, and sexual harassment of classmates. The authors also consider how individual students and schools respond to crime and threats. They analyze the variables that schools can control in planning and practice that explain why some schools have higher crime rates. School Zone uses empirical studies to provide a comprehensive understanding of the patterns and causes of variation in individual- and aggregate-level school-based offending and victimization experiences while also addressing the adequacy of wide-ranging criminological explanations and crime prevention policies. In their conclusion, the authors assess the extent to which currently popular strategies of school crime prevention align with what they have discovered through their problem-analysis framework and scientific understandings of student offending and victimization.
Schoolbook Nation: Conflicts over American History Textbooks from the Civil War to the Present
by Joseph Moreau"A superior book. . . . Many readers will be surprised to see that today's arguments about history education follow the culture wars that go back to almost the beginning of the republic. Moreau's writing is engaging, with brilliant flashes of insight, as well as balance and wit. " -Gary B. Nash, Director of the National Center for History in the Schools Taking Frances FitzGerald's textbook studyAmerica Revisedas a point of departure, Joseph Moreau inSchoolbook Nationchallenges FitzGerald's premise that the 1960s were the beginning of the end of the glory days of American history education. Moreau recounts how in the late twentieth century, cultural commentators such as historian Arthur Schlesinger Jr. and politician Newt Gingrich preached that a new identity crisis had shaken American history in the sixties, and that the grand unified view of our past had given way to various interest groups, who dismantled the old national narrative while demanding a more "inclusive" curriculum for their children. Moreau discovered, however, that American history, while grand, has never been unified. Delving into more than 100 history books from the last 150 years, the author reveals that the efforts of pressure groups to influence the history curriculum are nearly as old as the mustiest textbook. "For those who would influence textbooks and teaching-Protestant elites in the 1870s, Irish-Americans in the 1920s, and conservative politicians today-the sky has always been falling," according to Moreau. Schoolbook Nationoffers a history lesson of its own: when the story of the past is written or rewritten, truth is often a victim. With its comprehensive treatment of the subjects of honesty and politics in the teaching of history, this is an essential book on the side of truth in a complex debate.
Schooldays in Imperial Japan: A Study in the Culture of a Student Elite
by Donald T. RodenThis title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1980.
Schooled (Codename: Winger #2)
by Jeff AdamsTheo Reese is a high school student who’s also a secret agent. Usually those lives are kept separate, but now he must be both at once. <p><p> Theo lends his expertise to his school’s computer science club as they gear up for a competition, but his talents are also required by the covert agency he works for. Someone has stolen an encrypted key that can allow them to control the nation’s energy grids. The possibilities are catastrophic unless Theo and his team can reclaim the file. <p> Theo locates the file in an unexpected place—the computer science competition. As Winger, his secret identity, he must recover the file and keep his teammates safe from the unscrupulous thieves…. But can he do it without revealing his secrets? He can’t blow his cover, especially with so many of his classmates around.
Schooled
by Gordon KormanCapricorn Anderson has been homeschooled by his hippie grandmother, but when she has to stay in the hospital, Cap is sent to the local middle school. No education could prepare him for the politics of public school!
Schooled (Penworthy Picks Middle School Ser.)
by Gordon KormanIn this bestselling fish-out-of-water classic, a homeschooled kid must learn how to fit in at his new public school when he's elected to be class president as a prank. Capricorn Anderson (Cap for short) has never watched a television show. He&’s never tasted pizza. He&’s never heard of a wedgie. And he has never, even in his wildest dreams, thought he&’d live anywhere but the Garland Farm commune with his hippie grandmother and homeschool instructor, Rain. But all this changes when Rain is stuck in the hospital and Cap is sent to Claverage Middle School (dubbed C Average by the kids). Cap doesn't exactly fit in at school, with his long, ungroomed hair and hemp clothes; in fact, he's the biggest nerd around. But when he&’s elected eighth grade president as a joke, Cap is more puzzled than ever, and soon the joke grows into something more. Will Cap be the greatest president in the history of C Average or the biggest punch line? Rife with Gordon Korman&’s signature humor, Schooled is a heartwarming story about friendship, kindness, and finding your place—which may not always be where you think it is.
Schooled: Ordinary, Extraordinary Teaching in an Age of Change
by Catherine Lutz Anne FernandezDepicted variously as heroes, villains, or victims, America’s teachers find themselves at the center of a sometimes nasty policy debate. Yet, while politicians, reformers, and pundits contribute to the cacophony that serves as our national conversation about education, those who teach our children everyday are barely heard over the noise. This beautifully written book highlights working teachers speaking on many key educational problems under debate as well as many of the controversial solutions put forth, including revamped teacher evaluations, curricular standardization, and increased testing and data collection. Anthropologist Catherine Lutz and high school teacher Anne Lutz Fernandez traveled the country to meet a wide range of educators on the frontlines of teaching across diverse contexts―from traditional public schools to charters to the home school; early in careers and near retirement; in city, town, suburb, and country. What they learned about teaching and learning provides critical insights not just for educators but for anyone interested in American education.
Schooled
by M. Night ShyamalanIn this vital new book, the famed filmmaker tells how his passion for education reform led him to learn that there are five tested, indispensable keys to transforming America's underperforming schools.When he was scouting locations for a film, M. Night Shyamalan spent time in two Philadelphia-area schools--one a welcoming institution, the other a building with metal detectors, windows with bars, and locked classroom doors. The striking difference resonated with the filmmaker, convincing him to become more involved in education reform. Now, after years of dedicating himself to the issue and consulting with America's leading education experts and reformers, he has found something astonishing in the research. Schools are closing the achievement gap in poor neighborhoods all across the country, more than fifty of which are identified in Schooled. What they have in common are five distinct practices, similar to, and inspired by, the keys to a healthy lifestyle: Each one necessary, no one sufficient. These five, identified by the Shyamalan family foundation's researchers are: Longer Hours, whether an increased school day, or extended year; Small Schools; using evidence-tested teaching methods via Data-Driven Instruction; Leaders who spend their time on instruction instead of administration; and identifying and retaining the Best Teachers, including a fresh approach to the tenure system. Shyamalan embarked on this project with no preconceived notions, hoping only to learn which methods succeed. Working closely with experts, he has produced a book based solely on empirical data--a guide that should inform America's ongoing debate about how to improve our educational system.
Schooled and Sorted: How Educational Categories Create Inequality
by Thurston Domina Andrew M. Penner Emily K. PennerSociety primarily views education as a way to teach students skills and knowledge that they will draw upon as they move into their adult lives. However, schools do more than educate students – they also place students into categories, such as kindergartner, English language learner, and honor roll student. But do these categories have larger consequences than simply sorting students into classrooms? In Schooled & Sorted Thurston Domina, Andrew M. Penner, and Emily K. Penner, explore how educational categories reify and reinforce powerful existing social categories – including race, ethnicity, and class – and ultimately reproduce social and economic inequality in broader society. Domina and colleagues argue that while education is often seen as a tool for social mobility and reducing inequality, categories used in schools shape students’ access to resources, which ultimately have far-reaching impacts on their lives. The authors assert that the classes students are sorted into influence their educational experiences – students who are placed in higher-tracked classes are believed to have stronger academic skills than students in lower-tracked classes. As a result, more resources are often devoted to students in higher-tracked classes. Because many measures of academic achievement reflect values of the status quo, white, affluent students are overrepresented in these track assignments, leading to a reproduction of societal status and resource inequality within schools. This inequality within schools translates into lasting inequalities in the adult world. Society views educational achievement to be based on merit – high achievers have done well because they worked hard and are rewarded with resources, status, and power, including high-paying, high-status jobs at prestigious organizations. Those with lower educational status, on the other hand, are seen as undeserving and are therefore sorted into lower-paid jobs in lower-status professions and hold less influence. Domina and colleagues contend, however, that while educational categorization is unavoidable, a more equitable system, and thus a more equitable society, can be built. A key component is to build and uphold categories that emphasize educational goods that are inherently valuable, such as the ability to read, as opposed to those that derive value from scarcity, such as status and prestige. Schooled & Sorted is an illuminating investigation into the ways sorting within schools translates to sorting – and inequality – into the larger world.
The Schoolhouse
by Sophie Ward'The Schoolhouse is taut, gripping and intensely moving right until the very last page. I truly couldn't put Sophie Ward's beautifully written novel down' Susannah Wise, author of This Fragile EarthIsobel lives an isolated life in North London, working at a nearby library. She feels safe if she keeps to her routines and doesn't let her thoughts stray too far into the past. But a newspaper photograph of a missing local schoolgirl and a letter from her old teacher are all it takes for her ordinary, careful armour to become overwhelmed and the trauma of what happened when she was a pupil at The Schoolhouse to return.The Schoolhouse was different - one of the 1970s experimental schools that were a reaction to the formal methods of the past. The usual rules did not apply, and life there was a dark interplay of freedom and violence, adventure and fear. Only her teenage diary recorded what happened, but the truth is coming for her and everything she has tried to protect is put at risk.Set between the past and the present, The Schoolhouse is a masterful and gripping novel about childhood, secrets and trust.
The Schoolhouse: 'Stylish, pacy and genuinely frightening' The Times
by Sophie Ward'A compelling, fast-moving narrative . . . delivers real emotional impact' Telegraph'A literary provocateur' GuardianIsobel lives an isolated life in North London, working at a nearby library. She feels safe if she keeps to her routines and doesn't let her thoughts stray too far into the past. But a newspaper photograph of a missing local schoolgirl and a letter from her old teacher are all it takes for her ordinary, careful armour to become overwhelmed and the trauma of what happened when she was a pupil at The Schoolhouse to return.The Schoolhouse was different - one of the 1970s experimental schools that were a reaction to the formal methods of the past. The usual rules did not apply, and life there was a dark interplay of freedom and violence, adventure and fear. Only her teenage diary recorded what happened, but the truth is coming for her and everything she has tried to protect is put at risk.Set between the past and the present, The Schoolhouse is a masterful and gripping novel about childhood, secrets and trust.
Schoolhouse Activists: African American Educators and the Long Birmingham Civil Rights Movement
by Tondra L. Loder-JacksonSchoolhouse Activists examines the role that African American educators played in the Birmingham, Alabama, civil rights movement from the late nineteenth century to the present day. Drawing on multiple perspectives from education, history, and sociology, Tondra L. Loder-Jackson revisits longstanding debates about whether these educators were friends or foes of the civil rights movement. She also uses Black feminist thought and the life course perspective to illuminate the unique and often clandestine brand of activism that these teachers cultivated. The book will serve as a resource for current educators and their students grappling with contemporary struggles for educational justice.
Schoolhouse Burning: Public Education and the Assault on American Democracy
by Derek W. BlackThe full-scale assault on public education threatens not just public education but American democracy itself.Public education as we know it is in trouble. Derek W. Black, a legal scholar and tenacious advocate, shows how major democratic and constitutional developments are intimately linked to the expansion of public education throughout American history. Schoolhouse Burningis grounded in pathbreaking, original research into how the nation, in its infancy, built itself around public education and, following the Civil War, enshrined education as a constitutional right that forever changed the trajectory of our democracy. Public education, alongside the right to vote, was the cornerstone of the recovery of the war-torn nation.Today's current schooling trends -- the declining commitment to properly fund public education and the well-financed political agenda to expand vouchers and charter schools -- present a major assault on the democratic norms that public education represents and risk undermining one of the unique accomplishments of American society.
The Schoolhouse Gate: Public Education, the Supreme Court, and the Battle for the American Mind
by Justin DriverAn award-winning constitutional law scholar at the University of Chicago (who clerked for Judge Merrick B. Garland, Justice Stephen Breyer, and Justice Sandra Day O’Connor) gives us an engaging and alarming book that aims to vindicate the rights of public school students, which have so often been undermined by the Supreme Court in recent decades. <P><P>Judicial decisions assessing the constitutional rights of students in the nation’s public schools have consistently generated bitter controversy. From racial segregation to unauthorized immigration, from antiwar protests to compulsory flag salutes, from economic inequality to teacher-led prayer—these are but a few of the cultural anxieties dividing American society that the Supreme Court has addressed in elementary and secondary schools. The Schoolhouse Gate gives a fresh, lucid, and provocative account of the historic legal battles waged over education and illuminates contemporary disputes that continue to fracture the nation. <P><P>Justin Driver maintains that since the 1970s the Supreme Court has regularly abdicated its responsibility for protecting students’ constitutional rights and risked transforming public schools into Constitution-free zones. Students deriving lessons about citizenship from the Court’s decisions in recent decades would conclude that the following actions taken by educators pass constitutional muster: inflicting severe corporal punishment on students without any procedural protections, searching students and their possessions without probable cause in bids to uncover violations of school rules, random drug testing of students who are not suspected of wrongdoing, and suppressing student speech for the viewpoint it espouses. <P><P>Taking their cue from such decisions, lower courts have upheld a wide array of dubious school actions, including degrading strip searches, repressive dress codes, draconian “zero tolerance” disciplinary policies, and severe restrictions on off-campus speech. <P><P>Driver surveys this legal landscape with eloquence, highlights the gripping personal narratives behind landmark clashes, and warns that the repeated failure to honor students’ rights threatens our basic constitutional order. This magisterial book will make it impossible to view American schools—or America itself—in the same way again.
Schoolhouse in the Woods (Fairchild Family Series, #2)
by Rebecca CaudillThe Fairchild family is here again and this time, Bonnie is old enough to begin the great adventure -- School! We join Bonnie in the excruciating anticipation of the first day, when she will wear her new dress, carry a first reader and slate, and -- displaying nonchalance as she braves the swinging bridge -- enter into the mysteries of schoolroom learning and playground rites in a woodland setting of the early 1900s. Bonnie's older brother and three sisters, her various classmates and Miss Cora, her teacher, add their liveliness to an eventful season of learning -- on every front -- in the Kentucky Hills.
Schoolhouses, Courthouses, and Statehouses: Solving the Funding-Achievement Puzzle in America's Public Schools
by Eric A. Hanushek Alfred A. LindsethImproving public schools through performance-based fundingSpurred by court rulings requiring states to increase public-school funding, the United States now spends more per student on K-12 education than almost any other country. Yet American students still achieve less than their foreign counterparts, their performance has been flat for decades, millions of them are failing, and poor and minority students remain far behind their more advantaged peers. In this book, Eric Hanushek and Alfred Lindseth trace the history of reform efforts and conclude that the principal focus of both courts and legislatures on ever-increasing funding has done little to improve student achievement. Instead, Hanushek and Lindseth propose a new approach: a performance-based system that directly links funding to success in raising student achievement. This system would empower and motivate educators to make better, more cost-effective decisions about how to run their schools, ultimately leading to improved student performance. Hanushek and Lindseth have been important participants in the school funding debate for three decades. Here, they draw on their experience, as well as the best available research and data, to show why improving schools will require overhauling the way financing, incentives, and accountability work in public education.
Schooling and Aspirations in the Urban Margins: Ethnography of Education in the Indian Context
by Gunjan SharmaThis book presents a detailed ethnographic study conducted in an urban slum in India. It explores how a State school, as a social and pedagogic institution, shapes the aspirations and worldviews of children in the urban margins. The volume engages with the children's experience of marginality and exclusion as they negotiate the intersecting axes of caste, class, gender, and citizenship. It further explores how their everyday school experience is mediated by the power asymmetries between the teachers and the community. In this process, it makes-sense of the political dynamics between the State and its margins while highlighting the role of schools and locating childhood in this context. Based on ethnographic fieldwork, the book will be of interest to researchers, students, and teachers of education studies, sociology and politics of education, teacher education, childhood and youth studies, and urban studies. It will also be useful for education policymakers, and professionals in the development sector.
Schooling and Equality: Fact, Concept and Policy
by Dave Hill Mike ColeThis text covers the range of equality issues in school level education from the perspective and needs of educators, trainee teachers and students of education. It uses a blend of issues, concepts, facts and research to open up key issues and consider policy developments in the field.
Schooling and Social Change 1964-1990
by Roy LoweThis is the first book to offer an overview of the ways in which the sweeping social and economic changes of the modern period have impacted on the education system. Roy Lowe draws on estensive research to paint a vivid picture of the ways in which schools and universities were moulded by external events and of the part they played in promoting modernisation of society.The book explores some key themes:* the nature of the economic transformations taking place;* the growing awareness of gender issues;* the changing ethnic composition of modern Britain;* the bureaucratisation of society and the rise of a new politics.Exploring the links between these issues and educational provision, Lowe argues that the growing political significance of educational issues is largely explained by the critical part played by the education system in providing social and economic stability during these years of swift social change.Roy Lowe is Professor of Education at the University of Wales, Swansea.
Schooling and Social Change Since 1760: Creating Inequalities through Education (Routledge Research in Education)
by Roy LoweSchooling and Social Change in England since 1760 offers a powerful critique of the situation of British education today and shows the historical processes that have helped generate the crisis confronting policymakers and practitioners at the present time. The book identifies the key phases of economic and social change since 1760 and shows how the education system has played a central role in embedding, sustaining and deepening social distinctions in Britain. Covering the whole period since the first industrialization, it gives a detailed account of the development of a deeply divided education system that leads to quite separate lifestyles for those from differing backgrounds. The book develops arguments of inequalities through a much-needed account of the changes in education. This book will be of great interest for academics, scholars and post-graduate students in the field of history of education and education politics. It will also appeal to administrators, teachers and policy makers, especially those interested in the historical development of schooling.
Schooling and Social Identity: Learning to Act your Age in Contemporary Britain
by Patrick AlexanderThis book examines the nature of age as an aspect of social identity and its relationship to experiences of formal education. Providing a new and critical approach to debates about age and social identity, the author explores why age remains such an important aspect of self-making in contemporary society. Through an ethnographic account of a secondary school in the south-east of England, the author poses three principal questions. Why are schools in English organised according to age? How do pupils and teachers learn to ‘act their age’ while at school? Ultimately, why does age remain such an important and complex organising concept for modern society? Cutting across lines of class and gender, this timely book will be of interest to students and scholars of self-making and identity in educational contexts, and others interested in how schooling socialises young people into categories of age as the foundational building blocks of modern society.
Schooling and State Formation in Early Modern Sweden (Palgrave Studies in the History of Childhood)
by Bengt SandinIn this book the emergence of schools in urban Sweden between the seventeenth and the nineteenth century provides the framework for a history of children and of childhood. It is a study through the lens of the changes in early modern education, spatial aspect of the life of children and systems of governance in the early modern Swedish state. Educational systems defined the spatial aspects of childhood—where children were supposed to grow up, in the home, the school, the streets and alleys, or the place of work—over a period of about two hundred years. Schools and education represent both a mental and a physical space; an abstract place for children as well as a local and concrete place for them, which stood out against the alternative spatial aspects of the life of children. It is also a study of how different cultural systems influence the definitions of childhood and schools, in the context of church and home instruction, poor relief, policing, surveillance, and the question of why children went to schools. It examines the role of the school as childcare and as a provider of food, shelter and welfare, and as governance.
Schooling and the Acquisition of Knowledge (Routledge Library Editions: Psychology of Education)
by RICHARD C. ANDERSON, RAND J. SPIRO AND WILLIAM E. MONTAGUEOriginally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist.
Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions (Routledge Research in Education)
by Daniel Tröhler Thomas S. Popkewitz David F. LabareeThis book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue – the need to overcome self-interest in order to take up the common interest – which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican. By examining historical changes in republicanism across time and space, the authors explore central epistemologies that connect the modern individual to community and citizenship through the medium of schooling. Ideas of the individual were reformulated in the nineteenth century in reaction to new ideas about justice, social order, and progress, and the organization and pedagogy of the school turned these changes into a way to transform the self into the citizen.
Schooling and the Politics of Disaster: Taking And Breaking Public Schools (Cultural Politics And The Promise Of Democracy Ser.)
by Kenneth J. SaltmanSchooling and the Politics of Disaster is the first volume to address how disaster is being used for a radical social and economic reengineering of education. From the natural disasters of the Asian tsunami and the hurricanes in the Gulf Coast, to the human-made disasters in Iraq, Afghanistan, Haiti, Sudan, Indonesia, the United States and around the globe, disaster is increasingly shaping policy and politics. This groundbreaking collection explores how education policy is being reshaped by disaster politics. Noted scholars in education and sociology tackle issues as far-ranging as No Child Left Behind, the War on Terror, Hurricane Katrina, the making of educational funding crises in the US, and the Iraq War to bring to light a disturbing new phenonmemon in educational policy.