School Choice Policies and Outcomes: Empirical and Philosophical Perspectives

Sonst. Personen	Feinberg, Walter (Hrsg.); Lubienski, Christopher (Hrsg.)
Titel	School Choice Policies and Outcomes: Empirical and Philosophical Perspectives
Quelle	(2008), (250 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-7914-7571-3
Schlagwörter	Foreign Countries; Evidence; Urban Schools; Race; Social Class; Parent Rights; Equal Education; Democracy; School Choice; Educational Policy; Policy Analysis; Outcomes of Education; Educational Philosophy; Government Role; Commercialization; Entrepreneurship; Democratic Values; Public Education; Politics of Education; Political Attitudes; Preferences; Ideology; Leadership; Power Structure; Educational Finance; Gender Issues; South Africa; United States + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rasse; Abstammung; Social classes; Soziale Klasse; Elternrecht; Demokratie; Choice of school; Schulwahl; Politics of education; Bildungspolitik; Politikfeldanalyse; Lernleistung; Schulerfolg; Bildungsphilosophie; Erziehungsphilosophie; Unternehmungsgeist; Öffentliche Erziehung; Educational policy; Political attitude; Politische Einstellung; Ideologie; Führung; Führungsposition; Bildungsfonds; Geschlechterfrage; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	Perhaps no school reform has generated as much interest and controversy in recent years as the proposal to have parents select their children's schools. Opponents of school choice fear that rolling back the government's role will lead to profit-driven financial scandals, sectarianism, and increased class and racial isolation. School choice advocates believe that state provision, oversight, and regulation stifle entrepreneurial creativity. The contributors to this volume not only provide a clear assessment of the logic and evidence supporting the different sides of the debate but also unmask the assumptions about the relationship between markets, government, and educational achievement. Their message is that neither markets nor government alone will guarantee freedom, equality, achievement, or community. If choice is to improve education and advance equality, then educational policy cannot be placed on automatic and left to the "free" market. Rather, choice policy must be deliberately directed toward meeting these goals, and this book shows how that could be accomplished. Following an introduction by the editors, this book contains these chapters: (1) Common Schooling and Educational Choice as a Response to Pluralism (Rob Reich); (2) Educational Equality and Varieties of School Choice (Harry Brighouse); (3) Evidence, the Conservative Paradigm, and School Choice (Kenneth R. Howe); (4) Intergenerational Justice and School Choice (Kathleen Knight Abowitz); (5) The Politics of Parental Choice: Theory and Evidence on Quality Information (Christopher Lubienski); (6) Social Class Differences in School Choice: The Role of Preferences (Courtney A. Bell); (7) Managers of Choice: Race, Gender, and the Political Ideology of the "New" Urban School Leadership (Janelle T. Scott); (8) Where Does the Power Lie Now? Devolution, Choice, and Democracy in Schooling (Liz Gordon); (9) Parental Choice: The Liberty Principle in Education Finance in Postapartheid South Africa (Bekisizwe S. Ndimande); and (10) The Dialectic of Parent Rights and Societal Obligation: Constraining Educational Choice (Walter Feinberg). An index is also included. (ERIC).
Anmerkungen	SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10