Literaturnachweis - Detailanzeige
| Autor/inn/en | Howell, William G.; West, Martin R. |
|---|---|
| Titel | Educating the Public |
| Quelle | In: Education Next, 9 (2009) 3, S.40-47 (8 Seiten)
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-9664 |
| Schlagwörter | Teacher Salaries; Charter Schools; Public Opinion; Educational Finance; Public Education; Public Schools; Experiments; Surveys; Expenditures; Academic Achievement; National Surveys; Educational Improvement; African Americans |
| Abstract | Most people express strong opinions about public education. Only a few know the basic facts about the public schools: (1) how much they spend; (2) how well teachers are paid; and (3) what schools can and cannot do. What happens when the public learns the facts about schools and deliberates responsibly about public education? A series of experiments embedded within a national survey that the authors conducted in 2008 shed new light on what happens to public opinion on education when it is informed about some key facts. The authors divided respondents into randomly chosen groups: some were simply asked their opinion about school spending, teacher salaries, and charter schools, while others were first provided with accurate information about each of these issues. Because all that distinguished the more-informed respondents from the others is chance, the authors can be confident that any differences between the views of the two groups are attributable to the information provided. The results are striking. Accurate information about what is currently being spent on public schools reduces both support for increased spending and confidence that more spending would improve student learning. Knowing how much the average teacher earns lowers support for salary increases. The authors observe only a modest effect of information on the views of current teachers who were surveyed and on those of respondents who are most satisfied with the performance of their local public schools. While providing accurate information about charter schools does not change the balance of support among the public as a whole, it dramatically increases support among secular liberal respondents while undermining it among religious conservatives. (Contains 4 figures.) (ERIC). |
| Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
