Rhetoric Versus Reality in Educational Reform: The Case of the National Science Foundation's Urban Systemic Initiative.

Autor/inn/en	Borman, Kathryn M.; Cotner, Bridget; Baber, M. Yvette; Boydston, Theodore; Katzenmeyer, William; Kersaint, Gladis; Kromrey, Jeffrey; Lee, Reginald; Uekawa, Kazawaki
Titel	Rhetoric Versus Reality in Educational Reform: The Case of the National Science Foundation's Urban Systemic Initiative.
Quelle	In: Journal of educational change, (2004) 3, S.249-266Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1023/B:JEDU.0000041043.24989.7b
Schlagwörter	Science Instruction; National Science Foundation; Research Finding; Educational Research; Education Research
Abstract	Abstract In this paper, we present findings from a study assessing the impact of reforms on mathematics and science instruction to illustrate the multiple levels at which educational change must occur to promote student achievement and close achievement gaps. We undertake an analysis of the extent to which the rhetoric of national policy, in this case, the National Science Foundation's Urban Systemic Initiative, matches the realities of the day-to-day classroom practices we evaluated in our study. Addressed here is the problem of how applied anthropologists can broaden the scope of research and research findings from the edges of the societal mainstream to address larger policy issues. More globally, we discuss the influence of contemporary applied anthropologists and their colleagues who study marginalized groups on educational research.
Erfasst von	OLC
Update	2023/2/05