"In Real Life, You Have to Speak Up": Civic Implications of No-Excuses Classroom Management Practices

Autor/in	Graham, Eliot J.
Titel	"In Real Life, You Have to Speak Up": Civic Implications of No-Excuses Classroom Management Practices
Quelle	In: American Educational Research Journal, 57 (2020) 2, S.653-693 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Eliot J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219861549
Schlagwörter	Classroom Techniques; Charter Schools; Equal Education; Compliance (Psychology); Low Income Students; Minority Group Students; Middle School Students; Early Adolescents; School Culture; Student Behavior; Urban Areas; Reinforcement; Grade 6; Student Attitudes; Student School Relationship; Social Justice; Teacher Student Relationship; Racial Bias; Student Empowerment; Academic Achievement; Citizen Participation; Self Efficacy + Suchen Sie Ihr Suchwort? Klassenführung; Charter school; Charter-Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulkultur; Schulleben; Student behaviour; Schülerverhalten; Urban area; Stadtregion; Positive Verstärkung; School year 06; 6. Schuljahr; Schuljahr 06; Schüler-Lehrer-Beziehung; Soziale Gerechtigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Racial discrimination; Rassismus; Studienberechtigung; Schulleistung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Self-efficacy; Selbstwirksamkeit
Abstract	Conceptualizing educational inequality as equivalent to the "achievement gap" has fueled the expansion of no-excuses charters, which purport to raise test scores and thereby equalize opportunities for low-income students of color. In contrast, I argue that the individual provision of opportunity is inadequate to address the structural inequalities that create differential achievement, and thus that no-excuses schools cannot be assessed using test scores alone. This ethnographic study examines how no-excuses classroom management shapes students' development as citizens. My findings suggest that no-excuses classroom management is not a supportive structure that enables academic achievement, but a restrictive and often unfair system that reinforces compliance to institutional authority. I contend that the consequences of this system are more likely to perpetuate than to ameliorate inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01