Any educator in the public school system will quickly tell you- itâs tough out there! Between parents, administrators, standardized tests, and the constant stream of planning and papers to grade, itâs hard for teachers to catch a break. And thatâs even before adding students to the mix. Christian Teachers in the Public Schools: 13 Essentials for the Classroom is the break teachers have been looking for. Full of personal anecdotes, useful and practical insights, and scriptures for survival in the classroom, it will encourage and equip Christian educators, no matter what grade they teach.
The acclaimed Pelican Shakespeare series edited by A. R. Braunmuller and Stephen Orgel Â The legendary Pelican Shakespeare series features authoritative and meticulously researched texts paired with scholarship by renowned Shakespeareans. Each book includes an essay on the theatrical world of Shakespeareâs time, an introduction to the individual play, and a detailed note on the text used. Updated by general editors Stephen Orgel and A. R. Braunmuller, these easy-to-read editions incorporate over thirty years of Shakespeare scholarship undertaken since the original series, edited by Alfred Harbage, appeared between 1956 and 1967. With definitive texts and illuminating essays, the Pelican Shakespeare will remain a valued resource for students, teachers, and theater professionals for many years to come. Â For more than seventy years, Penguin has been the leading publisher of classic literature in the English-speaking world. With more than 1,700 titles, Penguin Classics represents a global bookshelf of the best works throughout history and across genres and disciplines. Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by award-winning translators.
Nationally recognized for its sound scholarship and balanced approach and written by one of the leading authorities in the field, this text examines the family through two lenses: the familiar private family in which we live most of our personal lives, and the public family in which we, as adults, deal with broader societal issues such as the care of the elderly, the increase in divorce, and childbearing outside of marriage. The book looks at intimate personal concerns, such as whether to marry, as well as societal concerns, such as governmental policies that affect families. Distinctive chapters â Chapter 9, âChildren and Parents;â Chapter 10, âThe Elderly and Their Families;â and Chapter 14, âThe Family, the State and Social Policyâ â examine issues of great current interest, such as income assistance to poor families, the effects of out-of-home childcare, and the costs of the Social Security and Medicare programs.
Deindustrialization, white flight, and inner city poverty have spelled trouble for Baltimore schools. Marion Orr now examines why school reform has been difficult to achieve there, revealing the struggles of civic leaders and the limitations placed on Baltimore's African-American community as each has tried to rescue a failing school system.
Examining the interplay between government and society, Orr presents the first systematic analysis of social capital both within the African-American community ("black social capital") and outside it where social capital crosses racial lines. Orr shows that while black social capital may have created solidarity against white domination in Baltimore, it hampered African-American leaders' capacity to enlist the cooperation from white corporate elites and suburban residents needed for school reform.
Orr examines social capital at the neighborhood level, in elite-level interactions, and in intergovernmental relations to argue that black social capital doesn't necessarily translate into the kind of intergroup coalition needed to bring about school reform. He also includes an extensive historical survey of the black community, showing how distrust engendered by past black experiences has hampered the formation of significant intergroup social capital.
The book features case studies of school reform activity, including the first analysis of the politics surrounding Baltimore's decision to hire a private, for-profit firm to operate nine of its public schools. These cases illuminate the paradoxical aspects of black social capital in citywide school reform while offering critical perspectives on current debates about privatization, site-based management, and other reform alternatives.
Orr's book challenges those who argue that social capital alone can solve fundamentally political problems by purely social means and questions the efficacy of either privatization or black community power to reform urban schools. Black Social Capital offers a cogent conceptual synthesis of social capital theory and urban regime theory that demonstrates the importance of government, politics, and leadership in converting social capital into a resource that can be mobilized for effective social change.
This book examines the fundamental role of politics in funding our public schools and fills a conceptual imbalance in the current literature in school finance and educational policy. Unlike those who are primarily concerned about cost efficiency, Kenneth Wong specifies how resources are allocated for what purposes at different levels of the government. In contrast to those who focus on litigation as a way to reduce funding gaps, he underscores institutional stalemate and the lack of political will to act as important factors that affect legislative deadlock in school finance reform.
Wong defines how politics has sustained various types of "rules" that affect the allocation of resources at the federal, state, and local level. While these rules have been remarkably stable over the past twenty to thirty years, they have often worked at cross-purposes by fragmenting policy and constraining the education process at schools with the greatest needs.
Wong's examination is shaped by several questions. How do these rules come about? What role does politics play in retention of the rules? Do the federal, state, and local governments espouse different policies? In what ways do these policies operate at cross-purposes? How do they affect educational opportunities? Do the policies cohere in ways that promote better and more equitable student outcomes?
Wong concludes that the five types of entrenched rules for resource allocation are rooted in existing governance arrangements and seemingly impervious to partisan shifts, interest group pressures, and constitutional challenge. And because these rules foster policy fragmentation and embody initiatives out of step with the performance-based reform agenda of the 1990s, the outlook for positive change in public education is uncertain unless fairly radical approaches are employed.
Wong also analyzes four allocative reform models, two based on the assumption that existing political structures are unlikely to change and two that seek to empower actors at the school level. The two models for systemwide restructuring, aimed at intergovernmental coordination and/or integrated governance, would seek to clarify responsibilities for public education among federal, state, and local authorities-above all, integrating political and educational accountability. The other two models identified by Wong shift control from state and district to the school, one based on local leadership and the other based on market forces. In discussing the guiding principles of the four models, Wong takes care to identify both the potential and limitations of each.
Written with a broad policy audience in mind, Wong's book should appeal to professionals interested in the politics of educational reform and to teachers of courses dealing with educational policy and administration and intergovernmental relations.
In 1972, the U.S. Supreme Court handed down a 5â4 verdict in Milliken v. Bradley, thereby blocking the state of Michigan from merging the Detroit public school system with those of the surrounding suburbs. This decision effectively walled off underprivileged students in many American cities, condemning them to a system of racial and class segregation and destroying their chances of obtaining a decent education. In Hope and Despair in the American City, Gerald Grant compares two citiesâhis hometown of Syracuse, New York, and Raleigh, North Carolinaâin order to examine the consequences of the nationâs ongoing educational inequities. The school system in Syracuse is a slough of despair, the one in Raleigh a beacon of hope. Grant argues that the chief reason for Raleighâs educational success is the integration by social class that occurred when the city voluntarily merged with the surrounding suburbs in 1976 to create the Wake County Public School System. By contrast, the primary cause of Syracuseâs decline has been the growing class and racial segregation of its metropolitan schools, which has left the city mired in poverty. Hope and Despair in the American City is a compelling study of urban social policy that combines field research and historical narrative in lucid and engaging prose. The result is an ambitious portraitâsometimes disturbing, often inspiringâof two cities that exemplify our nationâs greatest educational challenges, as well as a passionate exploration of the potential for school reform that exists for our urban schools today.
The authors of this volume argue that urban education is in urgent need of reform and that, although there have been plenty of innovative and even promising attempts to improve conditions, most have been doomed. The reason for this, they agree, lies in the failure of our major cities to develop their "civic capacity"âthe ability to build and maintain a broad social and political coalition across all sectors of the urban community in pursuit of a common goal.
Drawing upon an ambitious eleven-city study funded by the National Science Foundation, the authors synthesize and make sense of the enormous amount of data from Atlanta, Baltimore, Boston, Denver, Detroit, Houston, Los Angeles, Pittsburgh, St. Louis, San Francisco, and Washington, D.C. Not only is this a vivid report from the front lines of big city schooling, but this work challenges us to rethink our approach to the crisis in our schools.
The authors vigorously contend that it is essential for all (or most) important actors in an urban community to join together in a shared vision of what is wrong in the schools and how to fix it, and to pursue that vision strongly and systematically over a long time. That can only happen, however, if those same actors develop the ability and willingness to set aside narrow aims and opportunistic behavior in favor of pursuing the collective good.
Written for a wide spectrum of potential readersâincluding educators, social scientists, policymakers, and every citizen who cares about his or her child's educationâthis book restores coalition politics to the center of educational reform and reminds us to look well beyond pedagogy and management theory for solutions to problems that are immune to the usual remedies. Drawing on select cases, the authors show that effective civic coalitions can be built. The struggle for reform can be won.
Educational reform is one of the most critical issues facing our cities, but some cities are better at it than others. To explain why, this book relates education to politics, showing how the "whole village" can be mobilized to better educate tomorrow's citizens.
City Schools and City Politics is based on an eleven-city NSF study of civic capacity and urban education. As participants in that study, the authors conducted research in three rustbelt cities that have lost much of their tax base and have legacies of machine politics. They analyzed the ways in which government, business, and community leaders create, or fail to create, civic support for public education, focusing on why certain cities show greater initiative than others in addressing these problems.
The authors reveal that, of the cities examined, Pittsburgh has made the most strides in educational reform, followed by Boston, while St. Louis has consistently lagged behind. Their observations show that cross-sectorial coalitions are essential for bringing about change; that organizational arrangements in the business community and their relationship to local government affect whether there is the capacity to address school reform; that leadership is critical in bringing about change; and that municipal institutions and culture influence a city's ability to take action.
Packed with empirical data and analysis, City Schools and City Politics demonstrates the citywide and long-term character of successful efforts to reform public schools, relating education to the priorities of municipal governments and describing the conditions under which reform becomes possible. It extends regime theory to public education and shows that education policy is inextricably linked with urban political life and is an issue of real concern to political science.