Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 0761978461
Category : Education
Languages : en
Pages : 304
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Book Description
The process of understanding a text from the narrator s point of view is crucial for the tasks of interpreting and translating the Bible. If the translator s understanding of a narrative from the narrator s point of view is erroneous, then the whole process of translating the message into another language may also fall into error. This poses Bible translators a difficult challenge: How can we understand the narrator s point of view of the biblical stories which are culturally, geographically, and historically remote from our own? Understanding a text from the narrator s point of view must precede the translation process. In this work Hankore presents an argument for the intended utterance of Genesis 28:10 35:15 before proposing in brief how to translate it. By following this process, Hankore shows that a correct understanding of the concept of the ancient Israelite vow in the framework of a social institution is fundamental to reading and translating Genesis 28:10 35:15, and goes on to show how this same votive framework assist an explanation of the relevance of Genesis 34 to the Jacob story.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309084350
Category : Education
Languages : en
Pages : 303
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Book Description
When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
Author: Mark Berends
Publisher: Rand Corporation
ISBN: 0833032240
Category : Education
Languages : en
Pages : 267
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Book Description
About a decade ago, New American Schools (NAS) set out to address theperceived lagging performance of American students and the lacklusterresults of school reform efforts. As a private nonprofit organization,NAS's mission was-and is-to help schools and districts raise studentachievement levels by using whole-school designs and design team assistanceduring implementation. Since its inception, NAS has engaged in adevelopment phase (1992-1993), a demonstration phase (1993-1995), and ascale-up phase (1995-present). Over the last ten years, RAND has been monitoring the progress of the NASinitiative. This book is a retrospective on NAS and draws together thefindings from RAND research. The book underscores the significantcontributions made by NAS to comprehensive school reform but also highlightsthe challenges of trying to reform schools through whole-school designs.Divided into sections on each research phase, the book concludes with anafterword by NAS updating its own strategy for the future. This book willinterest those who want to better understand comprehensive school reform andits effects on teaching and learning within high-stakes accountabilityenvironments.
Author: Daniel K. Aladjem
Publisher: The Urban Insitute
ISBN: 9780877667339
Category : Education
Languages : en
Pages : 388
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Book Description
Urban school reformers for decades have tried to improve educational outcomes for underserved and disadvantaged students, with the assistance of constantly evolving federal and state policies. In recent years, education policies have shifted from targeting individual students to developing universal standards for teaching and learning, and comprehensive school reform (CSR) has emerged as an effective key model. The federal CSR program seeks to support the implementation of comprehensive school reform, especially in high-poverty schools, and to improve efforts to help all children meet challenging academic standards. Schools that receive federal CSR funds must adopt approaches that comply with the No Child Left Behind Act (NCLB). This book provides a series of studies and reflections on CSR by leading experts in the field.
Author: Paul C. Gorski
Publisher: Routledge
ISBN: 1134607415
Category : Education
Languages : en
Pages : 188
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Book Description
The Big Lies of School Reform provides a critical interruption to the ongoing policy conversations taking place around public education in the United States today. By analyzing the discourse employed by politicians, lobbyists, think tanks, and special interest groups, the authors uncover the hidden assumptions that often underlie popular statements about school reform, and demonstrate how misinformation or half-truths have been used to reshape public education in ways that serve the interests of private enterprise. Through a thoughtful series of essays that each identify one “lie“ about popular school reform initiatives, the authors of this collection reveal the concrete impacts of these falsehoods—from directing funding to shaping curricula to defining student achievement. Luminary contributors including Deborah Meier, Jeannie Oakes, Gloria Ladson-Billings, and Jim Cummins explain how reform movements affect teachers and administrators, and how widely-accepted mistruths can hinder genuine efforts to keep public education equitable, effective, and above all, truly public. Topics covered include common core standards, tracking, alternative paths to licensure, and the disempowerment of teachers’ unions. Beyond critically examining the popular rhetoric, the contributors offer visions for improving educational access, opportunity, and outcomes for all students and educators, and for protecting public education as a common good.
Author: David Bridges
Publisher: Cambridge University Press
ISBN: 1107452880
Category : Juvenile Nonfiction
Languages : en
Pages : 385
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Book Description
This collection presents new investigations into the role of heritage languages and the correlation between culture and language from a pedagogic and cosmopolitical point of view.
Author: Lea Ann Hubbard
Publisher: Routledge
ISBN: 1135925488
Category : Education
Languages : en
Pages : 322
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Book Description
Looking closely at the recent reform efforts in San Diego, this book explores the full range of critical issues pertaining to urban school reform. Drawing on the systemic school reform initiative that was launched in San Diego in the 1990s, this book explores all layers of the school reform process - from leadership in the central office, to work with principals and teachers, to the impact on how teachers worked with students in the classroom. The authors draw on careful ethnographic research collected over the entire four years of the San Diego reforms, in order to identify, not only how teachers, principals and other district educators were shaped by the large-scale reforms, but also the ways in which the reform unfolded. In doing so, the book shows more broadly how actors throughout a school system can change the views of leaders and impact the larger reform process.
Author: Anthony Bryk
Publisher: Routledge
ISBN: 0429981376
Category : Education
Languages : en
Pages : 351
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Book Description
In 1989, Chicago began an experiment with radical decentralization of power and authority. Intertwining extensive narratives and rigorous quantitative analyses, this book tells the story of what happened to Chicagos elementary schools in the first four years of this reform. }In 1989, Chicago began an experiment with radical decentralization of power and authority. This book tells the story of what happened to Chicagos elementary schools in the first four years of this reform. Implicit in this reform is the theory that expanded local democratic participation would stimulate organizational change within schools, which in turn would foster improved teaching and learning. Using this theory as a framework, the authors marshal massive quantitative and qualitative data to examine how the reform actually unfolded at the school level.With longitudinal case study data on 22 schools, survey responses from principals and teachers in 269 schools, and supplementary system-wide administrative data, the authors identify four types of school politics: strong democracy, consolidated principal power, maintenance, and adversarial. In addition, they classify school change efforts as either systemic or unfocused. Bringing these strands together, the authors determine that, in about a third of the schools, expanded local democratic participation served as a strong lever for introducing systemic change focused on improved instruction. Finally, case studies of six actively restructuring schools illustrate how under decentralization the principals role is recast, social support for change can grow, and ideas and information from external sources are brought to bear on school change initiatives. Few studies intertwine so completely extensive narratives and rigorous quantitative analyses. The result is a complex picture of the Chicago reform that joins the politics of local control to school change.This volume is intended for scholars in the fields of urban education, public policy, sociology of education, anthropology of education, and politics of education. Comprehensive and descriptive, it is an engaging text for graduate students and upper-level undergraduates. Local, state, and federal policymakers who are concerned with urban education will find new and insightful material. The book should be on reading lists and in professional development seminars for school principals who want to garner community support for change and for school community leaders who want more responsive local institutions. Finally, educators, administrators, and activists in Chicago will appreciate this detailed analysis of the early years of reform.
Author: Nettie E. Legters
Publisher: Teachers College Press
ISBN: 9780807742259
Category : Education
Languages : en
Pages : 190
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Book Description
This text offers the Talent Development Approach as an alternative to contemporary US educational reform efforts. It details organizational, curricular and instructional strategies to provide practitioners with a workable blueprint for whole school reform.
Author: Alan Bain
Publisher: R & L Education
ISBN:
Category : Education
Languages : en
Pages : 296
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Book Description
"The Self-Organizing School identifies nine next-generation reform targets and articulates theory and practice for achieving these goals. In doing so, a self-organized school sets a new benchmark for evaluating site-based data and examples of a process that turns theory into practice. This includes better ways to begin a reform process and understand the roles of technology and feedback in the teaching profession. The theory and practice described in the book are backed by more than 1,600 direct classroom observations, an 8-year study of student achievement, more than 12,000 student evaluations, and a 5-year study of teacher perspectives."--BOOK JACKET.
