ethanporcaro/eric-fulltext-meta huggingface dataset:
Hedgehogs and Foxes at the Crossroads: Leadership and Diversity at the University of California
Author: González, Cristina
Date: 2011-01-00
Type: Journal Articles
Subjects: College Administration,Leadership Styles,Leadership Qualities,Models,Concept Formation,Organizational Culture,Educational Practices,Diversity (Institutional),College Presidents

Following Clark Kerr's distinction between hedgehogs, or visionary leaders who know &quot;one big thing,&quot; and foxes, or shrewd leaders who know &quot;many things,&quot; this paper studies Kerr, an archetypical hedgehog, and David Gardner, a quintessential fox, as models for these two types of leaders. The paper also analyzes the hedgehog concept of systemic excellence, which was articulated during Kerr's presidency and underpins the California Master Plan for Higher Education, and the rise of fox culture, with its focus on the pursuit of resources, which coincided with Gardner's tenure as president. In addition, the paper examines diversity as an element that never became incorporated into the University of California's (U.C.) hedgehog concept of systemic excellence, but rather has been dealt with in an ad-hoc, fox-like manner. The paper calls for a new hedgehog concept of systemic excellence for the University of California as the premier multicultural and international institution of higher learning in the 21st century.
The Militarization and the Privatization of Public Schools
Author: Galaviz, Brian
Date: 2011-01-00
Type: Journal Articles
Subjects: Privatization,Public Schools,Case Studies,Charter Schools,Military Schools,Discipline,Institutional Characteristics,Educational Practices,Educational Administration,Change Strategies,Governance,Elementary Secondary Education

This article offers a case study of the militarization of the Chicago Public Schools (CPS). First, we portray the landscape of militarization of education through the example of Chicago Public Schools. Second, we situate the militarization of schools within the current charter school movement. Third, we explain the impact of militarization on youth and critique the view that military academies and military programs are appropriate as public education models. Fourth, with a lengthy appendix, we provide readers with tools to work against the militarization of public schools within their communities.
Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline
Author: Annamma, Subini
Date: 2014-01-00
Type: Journal Articles
Subjects: Disproportionate Representation,Critical Theory,Race,Racial Differences,Discipline,Special Education,Juvenile Justice,Delinquency,Educational Policy,Case Studies,Correctional Institutions,Institutionalized Persons,Social Justice,Intervention,Labeling (of Persons),Achievement Gap,Academic Achievement,Eligibility,Minority Group Students,White Students,Statistical Analysis,Databases,Educational History,Court Litigation,Desegregation Litigation,School Desegregation,State Legislation,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Graduation Rate

The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism. First, we examine specific education policies and laws that contribute to racialized populations becoming part of the School-to-Prison Pipeline. Second, using a state-level case study in Colorado, we illustrate through critical race spatial analysis the increasing overrepresentation of students of color as they move through the School-to-Prison Pipeline from public schools to the juvenile justice system. Finally, we discuss suggestions for improving racial equity and reducing the flow of the School-to-Prison Pipeline.
&quot;I Always Knew I Was Gifted&quot;: Latino Males and the Mestiz@ Theory of Intelligences (MTI)
Author: Carrillo, Juan F.
Date: 2013-01-00
Type: Journal Articles
Subjects: Males,Multiple Intelligences,Academically Gifted,Identification (Psychology),Urban Education,Gender Differences,Qualitative Research,Mexican Americans,Hispanic American Students,Theories,Cultural Influences,Social Bias,Racial Bias,Low Income Groups,Elementary Secondary Education,Ghettos,Coping,Resilience (Psychology),Barriers,Cultural Capital

Drawing on the work on &quot;scholarship boys&quot; (Carrillo, 2010; Hoggart, 1957/2006; Rodriguez, 1982), this qualitative study explores the schooling trajectories of working-class, Mexican-origin &quot;ghetto nerds&quot; (Diaz, 2007) in order to introduce Mestiz@ Theory of Intelligences (MTI). For the purpose of this study, &quot;ghetto nerd&quot; is a concept that captures the political, cultural, social, and aesthetic dimensions of three academically successful Mexican-origin males that were born and raised in low-income settings, urban communities in the U.S. This research expands on Howard Gardner's (1985) Multiple Intelligences (MI) theory by conceptualizing a Mestiz@ Theory of Intelligences. As such, this study explores how working-class Latino males perform and embody &quot;gifted identities&quot; as forms of intelligence. Findings provide a critical contribution to current debates on the academic underperformance of Latino male students and notions of intelligence, and they offer the potential for cultivating and affirming gifted mestiz@ identities.
Governance through Concepts: The OECD and the Construction of &quot;Competence&quot; in Norwegian Education Policy
Author: Mausethagen, Sølv
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Governance,Competency Based Education,International Organizations,Influences,Discourse Analysis,Compulsory Education,Teacher Education Programs,Elementary Secondary Education,Postsecondary Education,Educational Practices

This article investigates how the Organization of Economic Cooperation and Development (OECD) has influenced the shift in the meaning of the term &quot;competence&quot; in Norwegian education policy in the past two decades. Broadly put, researchers typically describe how members of international organizations initiate, design, and organize processes and programs to influence domestic policymakers and their attempts to reform and transform national educational systems. The questions of how, to what extent, and with what consequences are constantly debated. Given the increase in international influences, the implications of international organizations' influence at the national level are critical. The OECD's influence on educational reform, especially through the Program for International Student Assessment (PISA) results, has been extensively investigated throughout the last decade (Dobbins &amp; Martens, 2012; Grek, 2009; Hartong, 2012; Smith &amp; Exley, 2006). Few studies, however, have focused on specific concepts developed by the OECD or examined the role these concepts play in producing and framing new education policies. Prominent concepts are politically important, yet they are often taken for granted.
Exploring the Educational Implications of the Third Space Framework for Transnational Asian Adoptees
Author: Witenstein, Matthew A.
Date: 2015-01-00
Type: Journal Articles
Subjects: Adoption,Guidelines,Immigrants,Student Needs,Educational Environment,History,Self Concept,Educational Experience,Culturally Relevant Education,Critical Theory,Teaching Methods,Feminism,Qualitative Research,Foreign Countries

Transnational Asian adoptees are a unique and understudied population that potentially faces oppression and confusion. Educational institutions are often unresponsive to the needs of immigrant groups, particularly ones with unique circumstances like transnational Asian adoptees. Not only is there a gap generally in the critical and empirical literature across fields when it comes to this population, but it is almost entirely missing from the educational literature. This conceptual paper contributes a better understanding of transnational adoptees through a third space framework. We seek to critically analyze and synthesize the literature on transnational Asian adoptees. The outcome of the investigation bridges the adoption and education literature, situating it within the educational context. In doing so, we present educational implications of transnational Asian adoption that lay the groundwork for much needed empirical analyses.
Inter-District School Choice: Transfer Policy and Practice in a Fragmented Metropolitan Region
Author: Ganski, Helen
Date: 2015-01-00
Type: Journal Articles
Subjects: School Choice,Transfer Policy,Metropolitan Areas,School Districts,Interviews,Student Diversity,Regional Characteristics,Regional Schools,Transfer Students,Qualitative Research,Administrator Surveys,Race,Social History,Social Class,Community Attitudes,Board of Education Role,Educational Policy,Elementary Secondary Education

Detrimental side effects of the politics of localism include socioeconomic and racial inequalities across fragmented contiguous school districts. Inequality follows patterns of neighborhood segregation and suburban expansion. Some regions approach these issues through collaborative models of cross-district school choice that focus shared resources toward reducing disparities. In Calderon County, California, however, districts have elected to use a noncollaborative, voluntary, and colorblind inter-district transfer plan, in which district administrators evaluate requests on a case-by-case basis. Interviews with these administrators and local citizens reveal a process plagued by a history of racial and socioeconomic division that may be exacerbating stratification. This study demonstrates that administrators, who often interact directly with families, wield extraordinary policy and decision-making power, significantly controlling inter-district mobility in the region. While exploratory in nature, this research reveals meaningful findings on fragmentation, community perceptions, and administrative decision-making within the context of school choice in one Northern California region.
Homonormativity, Charternormativity, and Processes of Legitimation: Exploring the Affective-Spatio-Temporal-Fixed Dimensions of Marriage Equality and Charter Schools
Author: Stern, Mark
Date: 2015-01-00
Type: Journal Articles
Subjects: Social Attitudes,Social Bias,Civil Rights,Charter Schools,Social Theories,Public Opinion,Homosexuality,Minority Groups,Public Policy,Neoliberalism,Educational Policy,Poverty,Marriage,United States History

Over the past five years, marriage equality and charter schools have emerged at the forefront of political conversations about equality and rights. Some argue that these policies extend access to certain benefits and opportunities to historically oppressed communities, thus furthering liberalism and egalitarianism. In this article, I engage these arguments by exploring how and why people from dominant cultures come to support marriage equality or charter schools despite not directly benefitting from these policy initiatives. Drawing upon queer theory and critical education policy studies, I utilize two terms--&quot;homonormativity&quot; and &quot;charternormativity&quot;--to describe how public arguments supporting marriage equality and charter schools elevate particular identities and normative behaviors for gay people and people of color. I theorize these similarities to reveal a process of policy legitimation that I call the &quot;affective-spatio-temporal-fixed&quot;--a concept that provides insight into why and how some policies that claim to promote increased equity gain traction in the neoliberal present whereas others do not.
The Postcolonial Ghetto: Seeing Her Shape and His Hand
Author: Paperson, La
Date: 2010-02-00
Type: Journal Articles
Subjects: Political Attitudes,Ghettos,Urban Schools,High Schools,Minority Groups,Postmodernism,Racial Bias,Social Bias,African Americans,Whites,Hispanic Americans,Violence,Moral Values,Land Settlement

This article maps the ghostly outlines of urban postcolonial subjectivities by hinging together several moving parts/frontiers: connotations of postcolonial; applications and implications of ghettoed places and lives; a telling of the closure of a vibrant, innovative urban community high school; and literary depictions of the subtleties and macro-aggressions of historical and ahistorical domination. Theoretical contributions include the construct of post+colonial; elaborations on the space and place of the ghetto; a mapping of colonial-metropole-nation relations and provisions for a cartographic discourse of urban postcolonial subjectivites; and a discussion of the colonizer's constructions of the postcolonial subject as dispossessed, murderable, and still haunting. [La Paperson is also K. Wayne Yang, a professor in the Department of Ethnic Studies and the Urban Studies &amp; Planning Program at UC San Diego.]
Living in the Gutter: Conflict and Contradiction in the Neoliberal Classroom--A Call to Action
Author: Ayers, Rick
Date: 2011-01-00
Type: Journal Articles
Subjects: Conflict,Neoliberalism,Politics of Education,Educational Change,Schools,Commercialization

Beyond a sewer or a ditch, the &quot;gutter&quot; is that narrow blank space between panels in every comic book or graphic novel. Seeming to say nothing at all, that thin white strip is where most of the magic actually happens. The gutter brings the art to life as sequential, and is the central site of tension and conflict, interpretation, imagination, and meaning making. The authors write that they often feel these days that they are living inside a comic book and so they write this opinion paper from the margin, the cut, the gutter. They assert that the evidence of terminal rot at the center is everywhere, and the accompanying collapse is all around us: a scandalous financial emergency and an economic sink hole based on deep structural problems; rampant and disgraceful political corruption; the relentless search for profits turning the earth into a sewer and creating an environmental crisis that cannot and will not be ignored; demographic changes caused by globalization and immigration leading to the disappearance of European American majorities everywhere; the stalemate and impending defeat of Western military forces in Iraq, Afghanistan, and the entire region; and the various challenges to U.S. hegemony and triumphalism from all points of the compass including North and South Asia, Latin America, a tentatively united Europe, and oddly jerry-rigged entities such as the Brazil, Russia, India, China (BRIC) alliance. According to these authors, this is the gutter we have inherited. This historic moment could surely be violent and horrifying, or it could be filled with new hope and possibilities. That is, in part, up to us, to how we think and what we do. In education, the notion of 21st century learners should mean the promotion of creative and empowering pedagogies, not just narrow technology-based job training. This new reality challenges us to reconsider every assumption and to reexamine first and fundamental principles as we forge an educational project for today.
White Kids: Identity Construction, Critical Mass, and Symbolic Exclusion in High School Cliques and Other Groups
Author: Lueck, Kerstin
Date: 2011-01-01
Type: Journal Articles
Subjects: White Students,High School Students,Racial Identification,Urban Schools,Racial Composition,Group Dynamics,Vocabulary,Group Membership,Minority Group Students,Qualitative Research,Semi Structured Interviews,Observation,Coding,Social Bias,Student Attitudes,Ethnography,Discourse Analysis

This ethnographic study explored to what extent white students were able to critically understand the significance of their racial identity in more diverse demographic settings. It further looked at the discourse the students used to describe themselves, their cliques, and other groups with regard to race and racial identities. The participants in this study were students at two public urban high schools in the same district, one where white students have a substantial critical mass but are not the majority and one in which they comprise a small minority. Interview and observation data were analyzed through thematic coding. The emerging themes coded for included boundary work, symbolic exclusion, group rigidity and group options, critical mass, and white consciousness.
The &quot;West&quot; in Literacy
Author: Bhattacharya, Usree
Date: 2011-10-00
Type: Journal Articles
Subjects: Literacy,Literature Reviews,Concept Formation,Western Civilization,Alphabets,Educational Practices

This paper analyzes a construct that, while pervasive, is not often questioned or defined in literacy studies: the &quot;West.&quot; Through a review of pertinent literature, I explore the ways in which problematical assumptions have undergirded its unqualified use in literacy theory. What is the &quot;West,&quot; who is it, in literacy research? I argue against the assumption of &quot;unmarkedness&quot; of the &quot;West&quot; and some derived terms along three axes: by bringing attention to the geographicalspatial dimension of the construct, through the problematization of the alphabet, and by highlighting the colonial inheritance of the construct. My analysis explores some fundamental biases in the notion of &quot;West,&quot; and invites its reassessment to arrive at a more particular and critically rigorous stance in literacy scholarship.
Is Choice a Panacea? An Analysis of Black Secondary Student Attrition from KIPP, Other Private Charters, and Urban Districts
Author: Vasquez Heilig, Julian
Date: 2011-10-26
Type: Journal Articles
Subjects: African American Students,Secondary School Students,Charter Schools,Public Schools,School Choice,Equal Education,Educational Attainment,Urban Schools,Dropouts,Academic Persistence,College Attendance,Student Attrition,Expenditure per Student,Educational Finance,Educational History,Educational Change,Enrollment Trends,Racial Composition,Minority Group Students,State Legislation,Program Effectiveness

Public concern about pervasive inequalities in traditional public schools, combined with growing political, parental, and corporate support, has created the expectation that charter schools are the solution for educating minorities, particularly Black youth. There is a paucity of research on the educational attainment of Black youth in privately operated charters, particularly on the issue of attrition. This paper finds that on average peer urban districts in Texas show lower incidence of Black student dropouts and leavers relative to charters. The data also show that despite the claims that 88-90% of the children attending KIPP charters go on to college, their attrition rate for Black secondary students surpasses that of their peer urban districts. And this is in spite of KIPP spending 30-60% more per pupil than comparable urban districts. The analyses also show that the vast majority of privately operated charter districts in Texas serve very few Black students.
Creating High Leverage Policies: A New Framework to Support Policy Development
Author: Cobb, Casey D.
Date: 2013-01-00
Type: Journal Articles
Subjects: Policy Formation,Models,Educational Policy,Program Implementation,Educational History,Design Requirements,Systems Approach,Performance Factors,State Policy

In this paper we describe the development and application of a research-based model for understanding the formulation and implementation of education policy. We draw upon research on policy implementation across a variety of contexts to create what we call the &quot;high leverage policy&quot; (HLP) framework. The HLP framework identifies three specific areas policy makers should attend to: the policy-to-practice lever, design features of the policy, and contingencies for implementation. These three elements are connected by an explicit theory-of-action that describes the policy's intentions and how it will play out in practice. We illustrate the application of the HLP framework using an example of state policy development and execution in Rhode Island. Finally, we conclude by discussing the framework's potential utility to policy makers.
Black Radicals Make for Bad Citizens: Undoing the Myth of the School to Prison Pipeline
Author: Sojoyner, Damien M.
Date: 2013-01-00
Type: Journal Articles
Subjects: Correctional Institutions,African American Students,Research Problems,Criticism,Public Education,Educational Practices,Racial Bias,Activism,Educational Change,Police,Civil Rights,Legal Problems,Testing,African American Education,Misconceptions

Over the past ten years, the analytic formation of the school to prison pipeline has come to dominate the lexicon and general common sense with respect to the relationship between schools and prisons in the United States. The concept and theorization that undergirds its meaning and function do not address the root causes that are central to complex dynamics between public education and prisons. This paper argues that in place of the articulation of the school to prison pipeline, what is needed is a nuanced and historicized understanding of the racialized politics pertaining to the centrality of education to Black liberation struggles. The result of such work indicates that the enclosure of public education foregrounds the expansion of the prison system and consequently, schools are not a training ground for prisons, but are the key site at which technologies of control that govern Black oppression are deemed normal and necessary.
When the Fractional Cookie Begins to Crumble: Conceptual Understanding of Fractions in the Fifth Grade
Author: Eichhorn, Melinda S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Mixed Methods Research,Foreign Countries,Grade 5,Elementary School Mathematics,Elementary School Students,Misconceptions,Dyslexia,Mathematical Logic,Screening Tests,Pretests Posttests,Achievement Tests,Pedagogical Content Knowledge

When teachers conduct a universal screening in mathematics, they identify students who are struggling with mathematical content and adjust their instruction. In this mixed-methods study in Kolkata, India, teachers piloted a screening tool at the beginning of the academic year in 5th grade to determine students' (n = 171) understanding of fractional number sense. The results of the screening show that the majority (70%) of students in fifth grade are in need of more instruction in foundational fraction concepts. Common misconceptions on screener items are shared, as well as strategies for improving fraction instruction to prevent future errors.
History through First-Year Secondary School Spanish Textbooks: A Content Analysis
Author: Holley-Kline, Sam
Date: 2013-01-00
Type: Journal Articles
Subjects: Secondary Education,Textbook Content,Content Analysis,Textbook Evaluation,History Instruction,Spanish Speaking,World History,Foreign Countries,Cultural Awareness,Social Bias,Qualitative Research

Although enrollments in secondary school Spanish have risen over the past few decades, the Spanish-speaking world (Latin America, in particular) tends to be underrepresented or absent in history textbooks. Given that not all students who take entry-level Spanish classes will continue to more advanced levels, the first-year Spanish textbook may be some students' first or only engagement with the histories of the Spanish-speaking world. Using content analysis, I evaluate four entry-level secondary school Spanish textbooks for the nations they include, the time periods they reference, and the ways in which those references are made. My analysis indicates that many nations, time periods, and concepts are excluded, resulting in reductionist views of history. The histories referenced tend to be exoticized, resulting in the Othering of contemporary groups. Further approaches are suggested.