Access to Knowledge: The Continuing Agenda for Our Nation's Schools. Revised Edition.

Sonst. Personen	Goodlad, John I. (Hrsg.); Keating, Pamela (Hrsg.)
Institution	College Entrance Examination Board, New York, NY.
Titel	Access to Knowledge: The Continuing Agenda for Our Nation's Schools. Revised Edition.
Quelle	(1994), (355 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87447-502-3
Schlagwörter	Stellungnahme; Ability Grouping; Access to Education; Educational Discrimination; Educational Opportunities; Educationally Disadvantaged; Elementary Secondary Education; Equal Education; High Risk Students; Nondiscriminatory Education; Racial Discrimination; Sex Fairness; Standardized Tests; State Government; Track System (Education) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Problemschüler; Racial bias; Rassismus; Sexualaufklärung; Standadised tests; Standardisierter Test; Bund-Länder-Beziehung; Leistungsgruppe; Leistungsdifferenzierung
Abstract	This book presents a collection of essays by education researchers and practitioners about issues of educational equity and excellence. The authors examine the problem of failure in schools and describe the various curricular and structural factors that block access to an equal and quality education for all students. Chapters are entitled: (1) "Common Schools for the Common Weal: Reconciling Self-Interest with the Common Good" (John I. Goodlad); (2) "Home, School, and Academic Learning" (James P. Comer); (3) "Demographics of Disadvantage: Intensity of Childhood Poverty and Its Relationship to Educational Achievement" (Martin E. Orland); (4) "Overcoming Racial Barriers to Equal Access" (John U. Ogbu); (5) "Striving for Sex Equity in Schools" (Pamela Keating); (6) "Being At-Risk in School" (Virginia Richardson and Patricia Colfer); (7) "Last Things First: Realizing Equality by Improving Conditions for Marginal Students" (Robert L. Sinclair and Ward J. Ghory); (8) "Misunderstanding and Testing Intelligence" (Asa G. Hilliard III); (9) "Equal Access to Quality in Public Schooling: Issues in the Assessment of Equity and Excellence" (Kenneth A. Sirotnik); (10) "Tracking and Ability Grouping: A Structural Barrier to Access and Achievement" (Jeannie Oakes and Martin Lipton); (11) "School Renewal: Taking Responsibility for Providing an Education of Value" (Suzanne Soo Hoo); (12) "Enhancing Access to Knowledge through School and District Organization" (Carol Wilson and Lance Wright); (13) "Teacher Quality and Equality" (Linda Darling-Hammond with Joslyn Green); (14)"Educators for a Truly Democratic System of Schooling" (Charles M. Hodge); (15) "Political Limits to an Education of Value: The Role of the State" (Jose A. Cardenas); (16) "Ability Grouping: On the Wrong Track" (Robert E. Slavin and Jomills H. Braddock III); (17) "Learning to Teach an Untracked Class" (Joan Kernan Cone); (18) "Closing the Gender Gap: What's Behind the Differences in Test Scores, What Can Be Done About It" (Susan H. Murphy); (19) "Gender Equity in the Classroom" (Myra Sadker, David Sadker, Lynn Fox, and Melinda Salata); and (20) "Retrospect and Prospect" (John I. Goodlad). An index is included. (LMI)
Anmerkungen	College Board Publications, Box 886, New York, NY 10101-0886 ($16.95 plus $3.95 shipping and handling).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01