Advocates of religious schooling have frequently had to answer the charge that what they supported was un-American. In a book that is more than just a history, Jones tries to make sense of that charge by tracing the development of religious schooling over the last 125 years. He explores the rationale for religious schooling, not just on the part of those who choose it for their children, but also in terms of its impact on the community as a whole, and he considers the arguments of those who criticize such schools for undermining efforts to promote national unity. Near the end of the 19th century, publicly financed, publicly administered schooling emerged as the default educational arrangement for American children. But this supremacy has not gone unchallenged. The sectarian schools that, in fact, predate public education in America have survived, even thrived, over the past century. Multiple religious communities, including those that opposed sectarian schooling in earlier generations, have now embraced it for their children. The author charts the growth of this educational strategy--and the debate surrounding it--through the 20th century by focusing on the gradual embrace of sectarian schooling by different religious communities in America, particularly Catholics, Jews, and later, conservative Protestants (mainly in the form of homeschooling). He also considers Muslim schools, not currently a force in private schooling or the subject of much debate, but perhaps next in line to make their case for a place in America's educational landscape.

Coverage of heritage and archeology in formal education is typically limited. These subjects are typically taught through specific and anecdotal activities that do not respond to a specific methodological foundation. School-museum relationships offer numerous benefits for design participation experiences with long-term perspectives in conducting systematic activities. The collaboration between the museum and school should be considered a maxim for the development of teaching-learning processes of history based on the students' investigation of their own reality and the immediate context of a lived culture using the archaeological heritage. School-Museum Relationships and Teaching Social Sciences in Formal Education paves the way for collaboration between museums and schools as a rule of conduct for the development of teaching and learning processes for the social sciences. This book focuses, from within the field of formal education, on the spaces in which learning takes place (school and archeological museums) to establish proposals for improvement in the teaching and learning of history, taking heritage education as a point of reference and heritage as a teaching resource. Covering topics such as interactive collaborative models, teaching and learning improvement, and the school-museum educational projects, this premier reference source is an excellent resource for museum educators, directors, educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, government officials, librarians, researchers, and academicians.

In the first edition of this book published in 1988, Shirley Engle and I offered a broader and more democratic curriculum as an alternative to the persistent back-to-the-basics rhetoric of the '70s and '80s. This curriculum urged attention to democratic practices and curricula in the school if we wanted to improve the quality of citizen participation and strengthen this democracy. School practices during that period reflected a much lower priority for social studies. Fewer social studies offerings, fewer credits required for graduation and in many cases, the job descriptions of social studies curriculum coordinators were transformed by changing their roles to general curriculum consultants. The mentality that prevailed in the nation's schools was "back to the basics" and the basics never included or even considered the importance of heightening the education of citizens. We certainly agree that citizens must be able to read, write and calculate but these abilities are not sufficient for effective citizenship in a democracy. This version of the original work appears at a time when young citizens, teachers and schools find themselves deluged by a proliferation of curriculum standards and concomitant mandatory testing. In the '90s, virtually all subject areas including United States history, geography, economic and civics developed curriculum standards, many funded by the federal government. Subsequently, the National Council for the Social Studies issued the Social Studies Curriculum Standards that received no federal support. Accountability, captured in the No Child Left Behind Act passed by Congress, has become a powerful, political imperative that has a substantial and disturbing influence on the curriculum, teaching and learning in the first decade of the 21st century.

A broadly based historical survey, this book examines Native American boarding schools in the United States from Puritan times to the present day. Hundreds of thousands of Native Americans are estimated to have attended Native American boarding schools during the course of over a century. Today, many of the off-reservation Native American boarding schools have closed, and those that remain are in danger of losing critical federal funding. Ironically, some Native Americans want to preserve them. This book provides a much-needed historical survey of Native American boarding schools that examines all of these educational institutions across the United States and presents a balanced view of many personal boarding school experiences-both positive and negative. Author Mary A. Stout, an expert in American Indian subjects, places Native American boarding schools in context with other American historical and educational movements, discussing not only individual facilities but also the specific outcomes of this educational paradigm. Draws upon actual student letters and documents relating to boarding school experiences Presents biographical profiles of such key figures as Col. Richard Pratt, founder of Carlisle Indian School; and Jim Thorpe, American athlete and Carlisle graduate Provides a chronology of Native American boarding schools in the United States from the 1600s to the present Supplies an annotated bibliography of key research resources on Native American boarding schools Includes a glossary defining hundreds of terms relating to Indian culture and history

School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. Professional Development Schools and Transformative Partnerships provides a comprehensive look at the design, implementation, and impact of educational initiatives between schools and universities. Including cases and research on existing collaborations, this publication addresses barriers and trends in order to provide direction for successful partnerships in the future. This book is an essential reference source for educational leaders in colleges, schools, and departments of education, as well as leaders of PK-12 schools.

Working in the challenging context of inner city areas on accelerated school improvement does not allow time for reflection. Learning occurs experientially but it is not easily consolidated or refined. School improvement is currently opportunistic and expedient, but schools and authority are gradually edging towards a more durable theory of tackling underachievement and building success. This book offers the reader the opportunity to understand the process of school improvement better and establishes local models.

Superintendents hold a significant position in school systems. In serving the school board, community, staff and students simultaneously, a superintendent's role is dynamic and multifaceted. In realizing that the stability of a school system is set by the guidance of the superintendent, the need to attract quality personnel is apparent. However, did you know that the average tenure of a superintendent is less than five years (AASA)? With such fluctuation, school districts are consistently facing change. And although change can be righteous in some instances, variations in leadership can cause distress and anxiety for those who look to deliver upon a stable mission and vision. Behind the Curtain: Tackling the Myths and Mistakes of School Management is a down-to-earth, practical guide for educators to assist them with the pitfalls that can be associated with upper management. This book explores complex issues of power, control and motivation to expose their direct and indirect influence upon us. The hope is superintendents and central office will be able to utilize this text as a learning experience when facing both the common and complex issues. Some additional key features of this book include: *Discover Thinking Patterns. This text looks to discover thinking patterns that underlay the work and then provide a clear, practical approach for not only the issue at hand, but the great thinker behind the issue. In addition, the text also lends itself to college classrooms, as it has the case studies and situations to spark critical conversation. *Practical. Behind is a practical approach to leadership theory. Each chapter has a "Practical Advice" section which provides solid guidance for future use. *Research-Based. The roots of the text are cemented in the works of Fienberg and Soltis (Schools and Society), Edward Hall's Levels of Culture, Clabaugh and Rozycki's educational foundations, Hertzberg's motivation theory and Maslow's hierarchy of needs. *Interactive. Behind has case studies for each chapter, which are meant to kindle conversation surrounding the topic. Furthermore, the sections "Try It" and "Don't Try It" give further testimony to the practical application of the information *Can be utilized for college classes. The text also lends itself to college classrooms, as it has the case studies and situations to spark critical conversation

This book argues that the autonomy granted to choice schools has been a counterproductive dead end. Its authors see no proof that freedom has produced the outstanding results that charter school advocates promised. Nor has the competition from charter schools spurred the improvement in public schools that charter advocates predicted. Instead, charter schools and education vouchers promoted competition among schools that should be cooperating. Overburdened public school districts are faced with rivalry from schools that are merely duplicating conventional programs and competing for some students while ignoring others. Since choice schools are not meeting the expectations touted by their advocates, the authors maintain that they should be planned, monitored, and operated by school districts. The federal government is devoting millions of dollars to charter and voucher programs that currently require parents to abandon regular public schools. The goal of the authors of The School Choice Hoax is to expose the misleading hyperbole that has been driving the school choice movement and to show how charter schools can become more effective and useful to public school districts. Both authors have been following the school choice movement for over a decade. Together they bring to the topic an unusual blend of academic and practical knowledge derived from long, successful careers as a sociologist (Corwin) and former Deputy Executive Director of the American Association of School Administrators (Schneider). The authors have formed their conclusions from years of research and analysis and have devoted a great deal of attention to making sensible recommendations designed to make school choice models more useful to public schools. This book will be helpful to parents who are faced with the prospect of making choice work better. The authors' conclusions have been carefully drawn from, and documented with, current research derived from years of neutral observation. Throughout, the book is packed with observations about school choice that will inform parents, politicians, and other community members about the advantages and disadvantages of choice schools. The authors offer explanations that will help the average citizen understand and appraise overblown claims by advocates. They also provide detailed reviews of other reforms, some of which are already infused in existing choice models.

This monograph offers insights into what actually works in developing school-community connections. Topics include: school-linked service programmes; school-business partnerships; and schools and communities working together to implement youth behavioural health programmes.

Between 2002 and 2016, the federal government, state governments, and school districts undertook unprecedented measures to improve the lowest-performing schools. This book draws on dozens of actual examples to illustrate the wide range of interventions adopted over this time period. Among the initiatives examined in depth are efforts by states to provide technical assistance to schools and districts, offer students educational choices, engage communities in school improvement, take over low-performing schools and districts, create special state-run school districts, and close failing schools. Also discussed are district-initiated measures, including programs to standardize instruction, innovative approaches to raising student achievement, and restructuring of district operations. The book concludes with an assessment of 15 years of turnaround initiatives and recommendations based on lessons learned over this time period.

Still Failing: The Continuing Paradox of School Desegregation is a significantly updated and revised version of Caldas and Bankston's previous book Forced to Fail: The Paradox of School Desegregation. The book includes an analysis of the most significant Supreme Court cases that have been decided in the ten years since the first edition of the book appeared. The authors consider the important implications of these recent rulings for the future of school desegregation in America's schools. Social capital theory is used to explain why schools and communities continue to be segregated along racial and ethnic lines. Still Failing also provides the most recent U.S. census and Department of Education statistics documenting the continuing segregation of American schools and districts. The book also continues to track the persistent racial achievement gap, using the newest ACT, SAT, and NAEP testing figures. Finally, the book considers what present segregation trends portend for future efforts to racially and ethnically integrate schools, and close achievement gaps. Additional key features of this book include: *Historical antecedents showing how and why American schooling became racially segregated *Social capital theory to explain school and community segregation *The legal history of all important supreme court cases, congressional laws and presidential executive orders related to school segregation and desegregation *Easy-to-read and interpret graphs and figures *The most up-to-date school population and census information

This book reports on innovative interdisciplinary research in the field of cultural studies. The study spans the early twentieth to twenty-first centuries and fills a gap in our understanding of how girls' and women's religious identity is shaped by maternal and institutional relations. The unique research focuses on the stories of thirteen groups of Australian mothers and daughters, including the maternal genealogy of the editor of the book. Extended conversations conducted twenty years apart provide a situated approach to locating the everyday practices of women, while the oral storytelling presents a rich portrayal of how these girls and women view themselves and their relationship as mothers and daughters. The book introduces the key themes of education, work and life transitions as they intersect with generational change and continuity, gender and religion, and the non-linear transitional stories are told across the life-course examining how Catholic pasts shaped, and continue to shape, the participants' lives. Adopting a multi-methodological approach to research drawing on photographs, memorabilia passed among mothers and daughters, journal entries and letters, it describes how women's lives are lived in different spaces and negotiated through diverse material and symbolic dimensions.

As the role of the school library media specialist continues to evolve, and dependence on technology increases, collection development for the school library media center becomes increasingly complex. "Collection Development for a New Century in the School Library Media Center" provides an overview of the issues and problems along with strategies for solutions. A complete list of collection development resources will aid the library school student, new librarian, and experienced librarian alike in building a collection that best meets the needs of their school in the 21st century.

Beginning with a discussion of collection development as both art and science, the author demonstrates how a collection should reflect the culture of the community that it serves. He advises school library media specialists on creating collection development policies, particularly with regard to protecting the collection from censorship, and presents strategies for balancing print and nonprint resources. He concludes with an individual examination of each of the major aspects of the collection (fiction, poetry, nonfiction, and biography), with suggestions for developing each. School library media specialists, using the principles outlined here, will be empowered in assisting both teachers and students with quality resources to support the school curricula.

This international edited volume is a rare look at cultural, economic and political forces that contribute to school violence. In light of the devastating events in US schools and the violence towards students and schools world-wide, the war on knowledge development in non/secular education is increasing at an alarming rate. This book offers an international perspective on violence from both K-12 to tertiary levels, parents, administrators-teachers-support staff and research scholars in a desire to understand the contextual issues surrounding violence and its impacts on the field of education. ELWB Scholars and practitioners hail from six continents propose historical to futuristic perspectives linking violence towards education and its inhabitants while framing future strategies to alter multinational fear mongering to the decline of knowledge generation for an informed citizenry.

This book captures the experiences of children in U.S. public schools and how they utilize artmaking to disrupt injustices they face. These first-time authors, who represent school children, parents, teachers, and community leaders, focus on artmaking for social change. Their first-tellings provide thought-provoking insights regarding the impact of artmaking on their capacity to promote social justice-oriented work in K-12 school communities. As the U.S. continues to experience significant demographic shifts, including increases of homeless children, children identified with learning differences, thousands of refugees and immigrants, children living in poverty, children in foster care, and increasing numbers of Children of Color, those who work in schools will need to know how to address disparities facing these underserved communities. These U.S. demographic shifts and issues facing underserved populations provide opportunities for children, teachers, families, and school leaders to deepen their understanding regarding their experiences within their communities and K-12 schools as well as ways to interrupt oppressive practices and policies they face every day through art as social action. Authors call upon decision-makers who serve children from disenfranchised populations to utilize artmaking to create equal access for children to explore social justice, equity, reflective practices, and promote authentic social action and change through artmaking. Authors reflect on this artmaking process as a catalyst for increasing consciousness, creating imaginative possibilities, and facilitating meaningful change in schools. Authors urge readers to create equal access art spaces to build bridges among schools, families, and communities. Together, they contend that artmaking promotes courageous conversations and encourages the exploration of what it means to live this significant work.

Parents have questions for school administrators. They want to know how they hire teachers, erect facilities, select learning materials, protect students, allocate budgets, use data, make forecasts, measure progress, and compete with for-profit schools. This book examines the questions they pose, the answers they elicit, the allies they attract, the adversaries they arouse, and the improvements they prod.

This book tells stories of life in a ""failing"" school. These are insider stories of the daily lives of children and educators in an urban school during a time when accountability weighs heavy on both teachers and students. Most educators are in favor of accountability. The kind and amount of testing associated with the current accountability movement, however, influence teachers' and students' lives in a way not often apparent to parents and politicians.

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University While social identity challenges probably confront all school administrators, the authors focus on a doubly marginalized leadership population-Black female principals-whose experiences are rarely tapped. Based on lessons from this study and the literature reviewed, the authors think that leadership preparation programs should give prospective administrators opportunities to gain knowledge and develop skills relevant to navigating their leadership identities. In the age of accountability, and with the pressures placed on the education system to ensure the success of all students, school leaders are under constant scrutiny. The appearance, speech, body language, and interactions of principals with students, parents, teachers, and community members are dissected. Stretching to satisfy expectations, many principals find themselves trying to conform to a predefined image. Work pressures like these prove immeasurably intense for many Black women. Society has subscribed to certain beliefs about different groups, and these beliefs affect the roles, responsibilities, and identities of the individuals. They can have a positive or negative influence. Many principals have created professional identities that they have fine-tuned and learned to steer. Trial and error has helped them learn identity-fitting techniques, while other principals may still be learning how to effectively manage people, address supporters and nonsupporters, and be politically savvy. Regardless of how they develop their identity, principals work toward inventing and branding themselves, fulfilling public identities (e.g., caregiver) and trying out new identities, such as commander-and-chief. Black female principals must navigate their identities as bicultural beings with different stakeholder groups and within work spaces that are traditionally geared to monocultural White males.

This monograph celebrates the 50th anniversary of Michael Young's iconic book "The Rise of the Meritocracy" by analysing the ideas behind meritocracy, citizenship and education and offering an extension to Young's initial findings.Young's iconic book "The Rise of the Meritocracy", not only coined the word meritocracy but contained a prescient warning about the dangers of pursuing the vision of a meritocratic society.This fascinating book takes this anniversary as its starting point for an analysis and critique of meritocracy, citizenship and education. Part I begins with two substantial chapters - the first discussing Young's book and its influence, and the second the revival of support for meritocracy under New Labour in the UK, with particular reference to its implications for education; the third chapter then examines and critiques the ways New Labour has interpreted the idea of active citizenship.Part II examines issues of continuity and change in New Labour policy on schools, the curriculum, and the professions (especially but not only the teaching profession).Issues raised in Part I are revisited in Part III, which is devoted to an analysis of policy responses to the problems of multiculturalism and their relation to immigration policy and ideas of a common civic culture in both Britain and overseas. In all the sections, the aim is to go beyond exposition to develop a sustained critique, particularly of New Labour's over-centralizing tendencies and the associated erosion of local and institutional democracy.