Moving beyond the Dichotomy: Meeting the Needs of Urban Students through Contextually-Relevant Education Practices

Autor/inn/en	Seaton, Gregory; Dell'Angelo, Tabitha; Spencer, Margaret Beale; Youngblood, Joseph
Titel	Moving beyond the Dichotomy: Meeting the Needs of Urban Students through Contextually-Relevant Education Practices
Quelle	In: Teacher Education Quarterly, 34 (2007) 2, S.163-183 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Urban Schools; Urban Youth; Public Education; Privatization; Educational Legislation; Federal Legislation; School Choice; Educational Change; Outcomes of Education; Instructional Effectiveness; Teacher Education; Humanistic Education; Emotional Intelligence; Testing; Theories; Pennsylvania + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; Öffentliche Erziehung; Privatisation; Privatisierung; Bildungsrecht; Schulgesetz; Bundesrecht; Choice of school; Schulwahl; Bildungsreform; Lernleistung; Schulerfolg; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Humanistische Bildung; Emotionale Intelligenz; Testdurchführung; Testen; Theory; Theorie
Abstract	The goal of this article is to move beyond the more traditional question, "Does business have a role in public education?" A historical overview of education suggests that the involvement of the private sector is not a new phenomenon and is not likely to end in the near future. Here, the authors argue that a much more fruitful line of inquiry is to examine how the characteristics of public education and privately managed education meet (or not) the unique needs of a highly vulnerable group--urban youth. They begin by providing a brief overview of the No Child Left Behind (NCLB) legislation. Considering the impact of NCLB is critical, as it has facilitated the growth of education management organizations (EMOs) by introducing the notion of school choice in response to poor school test performance. Secondly, they discuss how privatization has been implemented and evaluated in Philadelphia under a diverse provider model. Next, they make a theoretically grounded case for reframing public and private education to focus more centrally on the affective development of teacher and students. With a parallel conceptual rationale, the authors conclude by making theoretically grounded recommendations for teacher preparation. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10