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The Ambitious Elementary School: Its Conception, Design, and Implications for Educational Equality de Elizabeth McGhee Hassrick

The Ambitious Elementary School: Its Conception, Design, and Implications for Educational Equality

Autor Elizabeth McGhee Hassrick, Stephen W. Raudenbush, Lisa Rosen
en Limba Engleză Paperback – 21 apr 2017

Bazându-ne pe analiza detaliată a University of Chicago Charter School, remarcăm în The Ambitious Elementary School o propunere riguroasă de reformă a învățământului primar, fundamentată pe date colectate în peste două decenii de practică. Autorii Elizabeth McGhee Hassrick, Stephen W. Raudenbush și Lisa Rosen investighează dacă și cum poate o școală să diminueze inegalitățile sociale prin reproiectarea completă a normelor și structurilor sale interne. Notăm cu interes faptul că textul nu se limitează la teorii abstracte, ci extrage lecții concrete din perioada 1989–1998 și din implementarea modelului între 2008 și 2012 în Chicago.

Volumul extinde cadrul propus de Educational Equity de Christopher Chapman cu date noi din contextul specific al școlilor de tip charter, oferind o perspectivă aplicată asupra modului în care barierele sistemice pot fi depășite prin colaborare radicală. Structura cărții este una progresivă: după o fundamentare teoretică în prima parte, autorii detaliază în capitolele centrale organizarea instrucției la lectură și matematică, demonstrând cum profesorii pot fi scoși din izolarea sălii de clasă pentru a lucra într-un ecosistem de sprijin reciproc. Această abordare rezonează cu ideile din The Education We Need for a Future We Can't Predict, însă se diferențiază prin accentul pus pe instrumente specifice de evaluare și pe rolul părinților ca parteneri egali în procesul de învățare. Rezultatul este un portret clar al modului în care cercetarea academică și practica pedagogică pot fuziona pentru a genera rezultate măsurabile în performanța elevilor.

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Specificații

ISBN-13: 9780226456652
ISBN-10: 022645665X
Pagini: 240
Ilustrații: 7 halftones, 13 tables
Dimensiuni: 152 x 229 x 30 mm
Greutate: 0.31 kg
Ediția:1
Editura: University of Chicago Press
Colecția University of Chicago Press

De ce să citești această carte

Recomandăm această carte profesioniștilor din educație și decidenților politici care caută soluții pragmatice pentru reducerea decalajelor școlare. Veți câștiga o înțelegere profundă a modului în care colaborarea interdisciplinară și designul instrucțional personalizat pot transforma o școală obișnuită într-un motor al echității sociale. Este o lectură esențială pentru a înțelege mecanismele interne ale succesului în școlile charter moderne.

Despre autor

Autorii volumului sunt figuri proeminente în cercetarea educațională americană. Stephen W. Raudenbush este profesor la Universitatea din Chicago, recunoscut pentru contribuțiile sale în metodologia statistică aplicată educației și sociologiei. Elizabeth McGhee Hassrick și Lisa Rosen aduc expertiză în sociologia educației și antropologie, concentrându-se pe dinamica organizațională și pe relația dintre școală și comunitate. Împreună, aceștia au coordonat proiecte de anvergură în cadrul University of Chicago, oferind prin această lucrare o sinteză a eforturilor lor de a îmbunătăți sistemele de învățământ public din mediile urbane defavorizate.

Descriere scurtă

The challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student.
           
Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classrooms and places them into collaborative environments where they can share their curricula, teaching methods, and assessments of student progress with a school-based network of peers, parents, and other professionals. Within this structure, teachers, school leaders, social workers, and parents collaborate to ensure that every child receives instruction tailored to his or her developing skills. Cooperating schools share new tools for assessment and instruction and become sites for the training of new teachers. Parents become respected partners, and expert practitioners work with researchers to evaluate their work and refine their models for educational organization and practice. The authors show not only what such a model looks like but the dramatic results it produces for student learning and achievement.
           
The result is a fresh, deeply informed, and remarkably clear portrait of school reform that directly addresses the real problems of educational inequality. 
 

Notă biografică

Elizabeth McGhee Hassrick is assistant professor at Drexel University in the Life Course Outcomes Research Program of the A. J. Drexel Autism Institute, with a secondary appointment in the Department of Sociology at the College of Arts and Sciences. Stephen W. Raudenbush is the Lewis-Sebring Distinguished Service Professor in the Department of Sociology at the University of Chicago. He is the coauthor of several books, including, most recently, Developmental Cognitive Science Goes to School. Lisa Rosen is the executive director of the UChicago Science of Learning Center and the research program director for its initiative, Successful Pathways from School to Work.
 

Cuprins

Acknowledgments
Part I: Lessons from Research and Practice
1 Introduction
2 Can School Improvement Reduce Inequality? Lessons from Research
3 Origins of the Model: Lessons from Practice (1989–1998)
Part II: A Model of Instructional Practice and School Organization
4 Organizing Principles of the University of Chicago Charter School (2008–2012)
5 Designing Reading Instruction to Overcome Educational Inequality
Coauthor: Molly Branson Thayer
6 Designing Math Instruction to Overcome Educational Inequality
Coauthors: Debbie A. Leslie, Sarah Burns, and Andy Isaacs
7 Organizing the School to Support Ambitious Instruction
Coauthor: Tamara Gathright-Fritz
Part III: Impact and Implications
8 The Impact of Attending an Ambitious Elementary School
Coauthor: Daniel Schwartz
9 Producing Knowledge for School Improvement
Notes
References
Index

Recenzii

“The Ambitious Elementary School is an important book. It has already affected my thinking and my work. I am a practitioner, working with public schools every day, so I come to works like these as a searcher, as someone always looking for convincing presentations of a better way forward. This book absolutely offers one. I recommend it wholeheartedly to anyone who believes in the mission of public education.”

“A great school is much more than a collection of excellent teachers laboring in their separate classrooms. This wonderfully clearheaded book describes how one school achieved success by building a highly collaborative culture and organization that supports teachers learning from one another and from evidence on every student’s progress, and it shows readers what it will take to make that success spread.”

"For readers who want a sophisticated look at one university's attempt to use research to correct flaws in educational organizations."

"Theoretical in practical terms, this book demonstrates the best of applied sociology to make a real impact on social life. . . . the book provides solid evidence that what can be accomplished by schools in poor neighborhoods should not be underestimated. The details are in this book, and it deserves a very wide audience."

"A good book presenting the design, development, and results of a five-year, intensive study of school change in two charter elementary schools in Chicago serving mainly struggling African American students. The book is well written and well organized with a preview, details, and summary for each chapter."

"A particularly instructive addition to this literature. . . . Studies like this should push our sense of what is possible with some disadvantaged youth when schools are expertly organized and resourced to support their student population. It also warns us against looking at instructional interventions in isolation, without considering the social, technical, and material supports for the intervention. . . . [T]his research should make it clear that schools can do something meaningful for a significant number of disadvantaged youngsters. Maybe broad statements about the impotence of schooling were plausible in the past, but they are increasingly at odds with a growing body of evidence."

"The Ambitious Elementary School provides a compelling model for school improvement centered on personalized instructional procedures, school-community collaboration, and greatly expanded instructional time. It also illustrates how innovation in charter schools may generate strategies that can be tested by district schools. Readers who are interested in the operations of high-performing charter schools or concerned with school improvement broadly will find much to value in the book."