Detroit School Reform in Comparative Contexts

Community Action Overcoming Policy Barriers
1. Auflage 2019
ISBN: 978-3-030-19013-2
Verlag: Springer International Publishing

Buch, Englisch, 308 Seiten, Format (B × H): 148 mm x 210 mm, Gewicht: 441 g

Reihe: Neighborhoods, Communities, and Urban Marginality

This book critically examines how the narrative of global economic competition was used to rationalize college preparatory curriculum for all high school students and promote charter schools in Detroit. Using mixed qualitative and quantitative methods, the study identifies neighborhood risk factors undermining students’ academic success, along with the positive effects of churches and service centers as mitigating forces. The authors focus on a range of topics and issues including market competition, urban decline, community resources, testing and accountability, smaller schools, and engaged learning. The volume illustrates how action studies by engaged scholars working with community activists empowers students to overcome emerging barriers. 

Zielgruppe

Research

Autoren/Hrsg.

Girmay, Feven

St. John, Edward

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Wirtschaftswissenschaften Volkswirtschaftslehre Regional- und Städtische Wirtschaft
• Sozialwissenschaften Politikwissenschaft Regierungspolitik Innen-, Bildungs- und Bevölkerungspolitik
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie

Inhaltsverzeichnis

Series Foreword.- Foreword.- Acknowledgements.- Contents.- Lists of Tables, Figures, and Maps.- Chapter 1: Introduction.- Part 1: Policy Failures Creating Barriers to Student Success.- Chapter 2: Economic Competitiveness.- Chapter 3: Educational Policy.- Chapter 4: Market Competition.- Part II: Neighborhood Risks, Resources, and College Preparation.- Chapter 5: Neighborhood Risks.- Chapter 6: Community Resources.- Chapter 7: High-School & College Preparation.- Part III: Community Action Addressing Barriers to Student Success.- Chapter 8: Student Encouragement.- Chapter 9: Engaged Learning.- Chapter 10: Conclusion.- Authors and Research Associates.- Endnotes.- References.

Über Autor(innen)

Edward P. St. John, EdD, is Professor Emeritus at the University of Michigan’s School of Education, USA.

Feven Girmay, PhD, is a recent graduate from the University of Michigan and the Undergraduate Studies and African Language Program Administrator at Harvard University, USA.