Celebrating Diverse Voices: Progressive Education and Equity. Thought and Practice Series.

Sonst. Personen	Pignatelli, Frank (Hrsg.); Pflaum, Susanna W. (Hrsg.)
Titel	Celebrating Diverse Voices: Progressive Education and Equity. Thought and Practice Series.
Quelle	(1993), (273 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8039-6039-5
Schlagwörter	Cultural Differences; Cultural Pluralism; Democratic Values; Educational Change; Educational Policy; Elementary Secondary Education; Equal Education; Instructional Leadership; Multicultural Education; Parent Participation; Progressive Education; School Community Relationship; School Restructuring; Teacher Education; Urban Education; New York (New York) + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Kulturpluralismus; Bildungsreform; Politics of education; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung; Multikulturelle Erziehung; Elternmitwirkung; Reformpädagogik; Progressive Erziehung; Schulreformplan; Schulumwandlung; Lehrerausbildung; Lehrerbildung; Stadtteilbezogenes Lernen
Abstract	This publication is the first annual yearbook of the Bank Street College of Education (New York) and discusses the effects of actions by educators and others in light of concerns for equity, focusing on New York City schools. The volume includes scholarly chapters and chapters on policy and advocacy, and authors address practical and theoretical concerns at different levels of schooling and among different disciplines. Following a preface and information on the authors, the 12 chapters are as follows: (1) "Perspective and Diversity: Toward a Common Ground" (Maxine Greene); (2) "Restructuring and Multiculturalism: A New Alliance To Shift the Power Balance?" (Norman Fruchter); (3) "Reclaiming the School as a Democratic Site: Educational Leadership, Parent Participation, and School Restructuring" (Frank Pignatelli); (4) "The Supervisory Selection Process in New York City: A Parent Activist Perspective" (Jon Moscow); (5) "Shared Leadership: A Study of Change at Middle College High School" (Terry Born); (6) "'Who Says?' Learning To Value Diversity in School" (Linda Levine); (7) "Diversity in Education: Implications for Teacher Preparation" (Anne Francis-Okongwu and Susanna W. Pflaum); (8) "Education, Equity, and Community: Lessons from the East Harlem Block Schools" (Tom Roderick); (9) "P.S. 500 (Speyer School): An Early Experiment in Urban Alternative Public Education" (Joseph Kleinman); (10) "The Here and Now Comes of Age: Margaret Wise Brown, Lucy Sprague Mitchell, and the Early Days of Writing for Children at Bank Street" (Leonard S. Marcus); (11) "What Do You Want To Be When You Grow Up? The Ideology of Vocational Choice" (Patricia Rogan Sherman); and (12) "New Subjects, Familiar Roles: Progressive Legacies in the Postmodern World" (Jonathan G. Silin). Each chapter includes its own references. (JB)
Anmerkungen	Corwin Press, 2455 Teller Road, Newbury Park, CA 91320 (hardcover--ISBN-0-8039-6038-7).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC