Learning Time: In Pursuit of Educational Equity

Sonst. Personen	Saunders, Marisa (Hrsg.); de Velasco, Jorge Ruiz (Hrsg.); Oakes, Jeannie (Hrsg.)
Titel	Learning Time: In Pursuit of Educational Equity
Quelle	(2017), (300 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68253-107-5
Schlagwörter	Equal Education; Time Factors (Learning); Educational Opportunities; Disadvantaged; Poverty; School Schedules; Academic Achievement; Achievement Gap; Community Schools; Educational Innovation; English Language Learners; Immigrants; Social Change; Outcomes of Education; Educational Strategies; California (Oakland) + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Armut; Schulzeiteinteilung; Schulleistung; Community school; ; Gemeindeschule; Gemeinschaftsschule; Instructional innovation; Bildungsinnovation; Immigrant; Immigrantin; Immigranten; Sozialer Wandel; Lernleistung; Schulerfolg; Lehrstrategie
Abstract	This important book explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students. The editors and contributors address questions of educational equity and opportunity by considering how best to extend learning time in high-poverty schools. "Learning Time" examines how the nature, quality, and quantity of education time varies dramatically for affluent and poor children. The book's contributors provide a comprehensive view of strategies for tackling this issue within the context of the inequities disadvantaged students face. They also explore the positive outcomes associated with expanded learning time and examines the cultural and political underpinnings of our current inequitable system--and describe fundamental, lasting ways to overturn those underlying conditions. This book promises to be a valuable overview of a vital, understudied field and a practical, useful resource for policy makers and practitioners who are determined to implement reforms for underserved youth. Following an introduction from the editors, chapters include: (1) Sparking an Education Movement: Expanding Learning Time to Raise Achievement, Empower Teachers, and Enrich Education (Jennifer Davis and David Farbman); (2) Beyond the School Day: The Necessary Role of Expanded Learning Opportunities in Closing the Achievement Gap (Jessica Gunderson, Jennifer Peck, and Katie Brackenridge); (3) More and Better Learning in Community Schools: Lessons from Oakland (Kendra Fehrer and Jacob Leos-Urbel); (4) Promise Neighborhoods: Expanding Opportunities to Learn and Succeed from Cradle Through Career (Michael McAfee and Jessica Pizarek); (5) Linked Learning: Making the Best of Time for All Students (Gary Hoachlander, Tameka McGlawn, and Brad Stam); (6) Innovative Uses of Learning Time: Perspectives from the Learning Sciences (Ben Kirshner and Rebecca G. Kaplan); (7) Deep and Meaningful Learning: Where Do We Find the Time? (Elizabeth Birr Moje); (8) English Learners, Immigrant Students, and the Challenge of Time (Patricia Gándara); (9) Time for Social Change: The Youth Development and Educational Outcomes of Youth Organizing (Veronica Terriquez and John Rogers); (10) Spatial Inequality and Gaps in Expanded Learning Time Opportunities (Paul Ong and Elena Ong); (11) More and Better Learning Time: Strategies for Improving Teaching (Fred Frelow and Barnett Berry); (12) Expanding Learning Time within the Zone of Mediation (Michelle Renée Valladares and Kevin Welner); and (13) Time in the Struggle for Education Justice (Jeannie Oakes). An index is included. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01