The Disadvantaged - Challenge to Educational Reform: Some Policy Considerations.

Autor/in	Fantini, Mario D.
Titel	The Disadvantaged - Challenge to Educational Reform: Some Policy Considerations.
Quelle	, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bureaucracy; Compensatory Education; Curriculum; Disadvantaged Youth; Educational Change; Educational Improvement; Federal Aid; Labor Needs; Nonprofessional Personnel; School Desegregation; School Districts; School Segregation; State Action; Teacher Education; Teacher Responsibility; Urban Schools; Work Attitudes + Suchen Sie Ihr Suchwort? Bürokratie; Kompensatorischer Unterricht; Curricula; Lehrplan; Rahmenplan; Benachteiligter Jugendlicher; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Labour needs; Arbeitskräftebedarf; Integrative Schule; School district; Schulbezirk; Staatliche Intervention; Lehrerausbildung; Lehrerbildung; Lehrverpflichtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Work attitude; Arbeitshaltung
Abstract	The general perspective suggested by this paper is for the states to capitalize on the "new" educational money made available to them by Federal legislation to adopt a strategy for reforming its schools which includes (1) using the problem of the disadvantaged as the means for initiating widespread reform for all children, and (2) making institutional change the general criterion for investing any new money into education. From this vantage point the paper describes the educational and structural changes which would make the schools consonant with a dynamic contemporary society and which would provide a system of universal education from preschool through college. Discussed are such issues as (1) the organizational and bureaucratic rigidity of the most school systems, (2) the irrelevant curriculum which does not consider the concerns of the students nor their career development, (3) the educational manpower needs which can be partially met by nonprofessional aides, (4) the improvement of urban teacher preparation, and (5) the problem of segregation, desegregation, and integration. Recommendations for institutional change are included. (NH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01