Suchergebnisse

Intro -- FrontMatter -- Preface -- Contents -- Boxes, Figures, and Tables -- Summary -- 1 Why Indicators of Educational Equity Are Needed -- 2 Committee's Framework for Indicators of Educational Equity -- 3 Contextual Influences on Educational Outcomes: Families and Neighborhoods -- 4 Indicators of Disparities in Student Outcomes -- 5 Indicators of Disparities in Access to Educational Opportunities -- 6 Paths Forward: Recommendations -- References and Bibliography -- Appendix A: Review of Existing Data Systems -- Appendix B: Assessment of Relevant Publications -- Appendix C: Data and Methodological Opportunities and Challenges for Developing K-12 Educational Equity Indicators -- Appendix D: Agendas for Public Sessions of the Committee -- Appendix E: Biographical Sketches of Committee Members and Staff -- Committee on National Statistics.

The challenge of monitoring disparities in educational achievement and opportunities shares some characteristics with other complex regulatory problems. For example, when Congress adopted the Clean Air Act (1970) nearly 50 years ago, it emphasized the importance of public health but provided no clear line for distinguishing clean air from dirty air. Most fundamentally, regulating pollution has required choices about what indicates that air is "polluted" for regulatory purposes, how to measure and monitor those indicators, and when the measured level of an indicator should trigger enforcement or other intervention. The statute provided few answers, or even a definitive list of "pollutants" to be regulated. Nor were there definitive answers in the Constitution, economics, the biological sciences, or epidemiology. Instead, definitions and decisions have been a continuous enterprise involving interpretations of vague statutory language, promulgation of hundreds of federal and state regulations, enforcement experience, research in multiple disciplines, and the turbulence of politics

Foreword / Michael Fullan -- Preface -- Developing equitable education systems / Christopher Chapman and Mel Ainscow -- Aiming for systemic change : the development of the agenda / Christopher Chapman -- The development of a methodology : perspectives and strategies / Mel Ainscow -- Promoting educational equity through collaborative inquiry / Kevin Lowden, Stuart Hall and Joanne Neary -- Lessons from the School Improvement Partnership Program / Kevin Lowden, Joanne Neary and Stuart Hall -- Sustaining and scaling up a collaborative educational improvement approach : the network for social and educational equity / Stuart Hall, Kevin Lowden and Joanne Neary -- Focusing on place : working beyond the school gate / Alison Drever, Jennifer McLean and Kevin Lowden -- Building a capabilities framework with learners from high poverty neighborhoods / Sarah Ward, Claire Bynner and Victoria Bianchi -- Creating a learning system : possibilities and challenges / Irene Bell and Graham Donaldson -- Finding pathways to educational equity / Mel Ainscow, Irene Bell, Victoria Bianchi, Claire Bynner, Christopher Chapman, Graham Donaldson, Alison Drever, Stuart Hall, Kevin Lowden, Jennifer McLean, Joanne Neary and Sarah Ward.

This research shows how schools in one diverse and disadvantaged inner-city local authority have raised children's attainment to levels that far surpass the national average at KS 2 and GCSE: gifted leadership, targeted interventions, effective teachers who mirror the school's intake, and governor, parent and community involvement = Outstanding

Intro -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1 Educational Equity Between Urban and Rural Areas in China -- 1.1 Status Quo of Equality in Urban and Rural Education -- 1.2 Background -- 1.2.1 Development of Urban and Rural Education -- 1.2.2 The Imbalance Between Urban and Rural Education -- 1.3 Educational Conditions -- 1.4 The Unfair Education Process -- 1.4.1 The Gap Between Urban and Rural Education Expenditures -- 1.4.2 The Gap Between Urban and Rural Areas in the Level of Teachers -- 1.4.3 The Unfair Compilation of Teaching Materials -- 1.4.4 The Inequality in Education Enjoyed by the Children of Migrant Workers -- 1.5 Policy Suggestions -- References -- 2 The Overview of Interschool Education Equity in China -- 2.1 The Current Situation of Interschool Education Equity in China -- 2.1.1 The Compulsory Education-Hardware Resource Allocation -- 2.1.2 The Compulsory Education-Allocation of Teachers -- 2.1.3 Compulsory Education-Management System -- 2.1.4 Compulsory Education-School Culture -- 2.1.5 Compulsory Education-Unbalanced Distribution of Students -- 2.1.6 High School Education-Human Resources -- 2.2 The Problems of Interschool Education Equity -- 2.2.1 The Historical Legacy of the "Key Point School" Policy -- 2.2.2 The Conflict Between Efficiency and Fairness -- 2.2.3 Market Competition in the Stage of Compulsory Education -- 2.2.4 The Unfair Distribution of Educational Resources by the Government -- 2.3 The Proposes Countermeasures and Suggestions -- References -- 3 The Analysis of Educational Equity in Eastern and Western China -- 3.1 What is the Status of Educational Equity Between the East and the Midwest? -- 3.1.1 The Definition of the Connotation of Compulsory Education Resources -- 3.1.2 The Connotation of the Balanced Development of Compulsory Education Resources.

Intro -- Acknowledgements -- Contents -- 1: Introduction: A Case of Ambivalence, Uncertainty and Contradiction -- The Research Study -- Outline of the Argument -- A Note on the Presentation of the Research Data -- References -- 2: Educational Equality, Higher Education and the Nation State -- Educational Equality and the Nation State -- Educational Equality in Higher Education -- Equality in the Educational Internationalization Literature -- Educational Internationalization and the Global Justice Literature -- References -- 3: International Students in the UK: Caught Between Market Forces and Immigration Targets -- International Students as a Major UK Export Industry -- Immigration Crackdown: International Students as Suspects -- Fighting Back: Protecting International Students or the International Student Industry? -- The Case of Students from the European Union -- References -- 4: The Fragmentation of Equality in the Internationalized University -- Institutional Fragmentation -- Spatial Fragmentation -- Temporal Fragmentation -- Erasure of the Public Aspect of Educational Equality -- The Abandonment of Foundational Equality Principles -- References -- 5: Equality Remains: Stubborn Attachments to Ideals of Educational Justice -- (Educational) Equality in the Global Sphere -- Competition Between Nations, Competing National Agendas and Nation State Universalism -- Competition Among UK Universities and Higher Education Sector Differentiation -- Stubborn Equality Commitments of University Staff and Students -- (1) The Engineering Tutor -- (2) The Business School Program Leader -- (3) The English Language Center Director -- (4) The Freire-Inspired Teacher Trainer -- Educational Equality and the Dual Regime of UK Higher Education -- References -- 6: The Question of International Tuition Fees: Cash Cows and Silent Elephants.

Cover -- Contents -- Acknowledgments -- About the Editors -- About the Authors -- 1 Ending Educational Exclusion -- Part 1 TERTIARY EDUCATION AND TRANSITIONS -- 2 The Quest for Equity in Higher Education Across Racial, Ethnic, and Gender Groups -- 3 Increasing Gender Equity in Tertiary Science and Engineering Programs -- 4 Achieving Equity in Secondary and Tertiary Education for Students with Disabilities and Learning Difficulties -- Part 2 SECONDARY EDUCATION AND TRANSITIONS -- 5 Leveling the Learning Bar in Secondary School Across Social Class -- 6 Addressing Primary and Secondary Education for Socially Excluded Girls -- 7 Effective Approaches to Making Inclusive Education a Part of Education for All -- Part 3 PRIMARY EDUCATION AND TRANSITIONS -- 8 Achieving Quality Primary Education for the Poor Through State-NGO Partnerships -- 9 The Role of Language of Instruction in Promoting Quality and Equity in Primary Education -- 10 Improving Indigenous Children's Educational Access and Outcomes Through Intercultural Bilingual Education -- Part 4 EARLY CHILDHOOD EDUCATION AND TRANSITIONS -- 11 Early Childhood Strategies for Closing the Socioeconomic Gap in School Outcomes -- 12 Improving Boys' Achievement in Early Childhood and Primary Education -- 13 Equity for Indigenous Children in Early Childhood Education -- Part 5 APPLYING LESSONS ACROSS GEOGRAPHY -- 14 Adapting Innovations Across Borders to Close Equity Gaps in Education -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Z.

All children and youth deserve the opportunity to improve their life chances by acquiring the knowledge and skills that will help them thrive in the future. As the world lags far behind the Millennium Development and Education for All goals, swift, targeted, and effective action is needed to improve both access and quality in education

- Foreword and acknowledgements - Executive summary - Overview: Towards equitable learning opportunities throughout life - Accumulation of disadvantages over the life course - Start by investing in education - Support low performers and disadvantaged schools - Provide second learning chances for adults.