Educational Reform in the Global City: The Case of the Quality-Schools-for-the-Poor Initiative in New York City

Autor/in	Shiller, Jessica T.
Titel	Educational Reform in the Global City: The Case of the Quality-Schools-for-the-Poor Initiative in New York City
Quelle	In: Diaspora, Indigenous, and Minority Education, 1 (2007) 2, S.127-134 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	Economically Disadvantaged; Global Approach; Educational Change; Educational Opportunities; Urban Areas; Educational Quality; Change Strategies; Social Bias; Equal Education; Poverty; Access to Education; Teacher Competencies; Standardized Tests; State Standards; Teaching Conditions; Socioeconomic Influences; New York + Suchen Sie Ihr Suchwort? Globales Denken; Bildungsreform; Bildungsangebot; Bildungschance; Urban area; Stadtregion; Quality of education; Bildungsqualität; Lösungsstrategie; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Lehrkunst; Standadised tests; Standardisierter Test; Lehrbedingungen; Unterrichtsbedingungen; Sozioökonomischer Faktor
Abstract	Globalization has not only created the conditions that have made such educational reforms necessary, but it has also provided market-based ideology to undergird reform efforts from Santiago to New York City. Although a neoliberal approach to education is clearly en vogue, many educators and critics nonetheless have questioned the premises behind the current reforms. Does a market-based paradigm really work to improve schools? Does it indeed improve the educational opportunities for poor families? Can a market-based approach combat social inequality? In this article, the author seeks answers to these questions through a close examination of a prototypical educational reform effort, the New Century Schools Initiative (NCSI) in the United States. Specifically, the author considers how NCSI has appeared to work in New York City, drawing upon 3 years of observations from her work as a staff developer and consultant in 15 NCSI schools. This article is not an empirical study, but a critique based upon the author's experiences. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10