Beyond Academic Outcomes

Autor/in	Ladwig, James G.
Titel	Beyond Academic Outcomes
Quelle	In: Review of Research in Education, 34 (2010) 1, S.113-141 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X09353062
Schlagwörter	Multicultural Education; Environmental Education; Democracy; Civics; Values Education; Outcomes of Education; Citizenship Education; Role of Education; Educational Philosophy; Educational Objectives; Educational History; Educational Research; Literature Reviews; Evidence; Educational Testing; Educational Policy; Policy Analysis; International Education; Educational Indicators; Educational Environment; Politics of Education; Educational Trends; Educational Principles; Social Values; Democratic Values; Student Development; Australia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Demokratie; Staatsbürgerkunde; Werterziehung; Lernleistung; Schulerfolg; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsauftrag; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Evidenz; Politics of education; Bildungspolitik; Politikfeldanalyse; Internationale Erziehung; Educational indicato; Bildungsindikator; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungsentwicklung; Bildungsprinzip; Sozialer Wert; Australien; Großbritannien; USA
Abstract	This chapter attempts to survey contemporary debates and research on outcomes of schooling that have been grouped together under the convenient label "nonacademic". This is not an affirmative labeling. As the nomenclature indicates, it is not a label that groups together things that share like properties. Rather, this is a label of distinction, a naming of what lies on the outside. In this chapter, the author attempts to identify some of the central educational tensions that will be confronted by any analysis of, and advocacy for, educational programs designed to promote student outcomes other than academic outcomes in schools. After some initial analytical and historical framing of the academic tradition, the author presents four examples of research on nonacademic outcomes in schooling and comments on the current state of affairs in each: (1) values education; (2) nonacademic outcomes in multicultural education; (3) civics and democratic education; and (4) environmental education. He addresses the final two examples in detail to highlight his central arguments. He focuses on civics and democratic education as an example of one call for nonacademic outcomes that is quite compatible with the academic tradition and which is currently well placed to extend studies of effects beyond schooling itself. Environmental education provides an example that includes some calls for nonacademic outcomes that are contradictory to schooling itself. He focuses more specifically on the research literature in environmental education to illustrate this archetypical condition in contemporary nonacademic outcomes research. From that point, he attempts to place the call for nonacademic outcomes in the context of the logic of schooling and shows how that placement carries significant implications for how everyone understands "outcomes." Finally, he outlines the limits of the current knowledge about nonacademic school outcomes and suggests a line of theoretical and empirical research that would be needed if one is ever going to open the debates about the multiple purposes of schooling to a more systematic and rationalized level. (Contains 4 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10