Getting What We Ask For: The Ambiguity of Success and Failure in Urban Education. Contributions to the Study of Education, Number 12.

Autor/in	Payne, Charles M.
Titel	Getting What We Ask For: The Ambiguity of Success and Failure in Urban Education. Contributions to the Study of Education, Number 12.
Quelle	(1984), (206 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-313-23520-1
Schlagwörter	Academic Achievement; Academic Failure; Case Studies; Educational Research; Educational Theories; Educationally Disadvantaged; Equal Education; Leadership Responsibility; Secondary Education; Student Attitudes; Student Behavior; Success; Teacher Effectiveness; Teacher Student Relationship; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Sekundarbereich; Schülerverhalten; Student behaviour; Erfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The problems of education in an inner city environment seem intractable, but this book offers a hopeful prescription. It argues that the problems have appeared insoluble in part because observers have been more committed to certain ideological, methodological, and theoretical fashions than to understanding what might work. On the basis of fieldwork at a Chicago high school with one of the city's worst records, the case is presented that a careful view of the school's disorders shows not unrelieved failure but an institution that has achieved some specific successes. For example, some teachers consistently elicit school-appropriate behavior from the very students who terrorize other teachers. The case is made that teachers, administrators, and students alike maintain a vested interest in patterns that continue to fail instead of learning from their successes. A parallel case is made for academic failure, on the grounds that here, too, entrenched patterns that sustain failure affect all parties. Administrative leadership, it is maintained, is the key to change. As an intellectual issue the problem of inner-city education is virtually solved: enough is known about how to teach these children effectively. However, the problem remains of how to mobilize the resources to do so. (RDN)
Anmerkungen	Greenwood Press, 88 Post Road West, Box 5007, Westport, CT 06881 ($29.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC