Reimagining American Education to Serve All Our Children

Greenblatt, Deborah; Michelli, Nicholas M.; Auslander, Louis; Campo, Stacey; Hardy, Sharon J.; Jacobowitz, Tina; Watson, Audra M.

doi:10.4324/9780429431685

2019

DOI: 10.4324/9780429431685

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Reimagining American Education to Serve All Our Children

Deborah Greenblatt¹,

Nicholas M. Michelli²,

Louis Auslander³

et al.

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“…This also results in the establishment of many private learning centers. Greenblatt et al (2019) comment that education is a means to acquire skills that are relevant to their development, which can subsequently mobilize individuals socially and economically. Parents understand this and so they want their children to have leverage in life.…”

mentioning

confidence: 99%

Dhingra, P. (2021). Hyper Education. Why Good Schools, Good Grades, and Good Behavior Are Not Enough. NYU Press.

Giray¹,

Edem²

2022

CS&P

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Philippines"Open your kids up to more this school year" is one of the advertisements of Kumon, a famous educational network that has learning centers in various parts of the world. Parents then are urged to enroll their children so as for the latter to succeed more. Kumon is only one of the numerous afterschool programs that is growing as an answer to the increasing demand of many parents wanting their children to become academically skillful and competent. Meanwhile, some parents look for tutors or, on their own, they lend their time to teach their children, as a supplement to the school education. This trend is named hyper education. This is a common practice of middle to highclass families, with the belief that it can ensure the future success of their children.This topic is explored in Hyper Education, written by Pawan Dhingra. A multiple award-winning author and former museum curator at Smithsonian Institution, Dhingra is a professor at Amherst College. His research interests range from American studies, cultural sociology, and education. In the book, the author shows how Asian American parents make their children improve academically through hyper education, referring to the practice of extending education through privatized, extracurricular learning. Divided into three

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confidence: 99%

Dhingra, P. (2021). Hyper Education. Why Good Schools, Good Grades, and Good Behavior Are Not Enough. NYU Press.

Giray¹,

Edem²

2022

CS&P

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Teachers’ perspective on accountability: A comparative case study in primary rural schools of Afghanistan and Pakistan

Jean-Francois,

Shuya,

Mustafa

et al. 2023

Research in Comparative and International Education

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Education in Afghanistan and Pakistan is characterised by indicators showing lack of mastering of reading, writing and mathematics literacy skills. To foster effective education systems and provide quality education, experts have encouraged and established various mechanisms of accountability. We conducted participatory workshops with 556 teachers representing 102 primary schools in Afghanistan and Pakistan to investigate their understanding of teachers’ roles and responsibilities in education. Teachers acknowledged their own responsibilities for student learning but also emphasized that improving the quality of education should involve providing good teaching and learning environments, child-centred pedagogy, caring relationships, parental involvement, inclusive communities, and respect for teachers.

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Designing and validating an evaluation inventory for assessing teachers’ professional accountability

Rahmatollahi

Zenouzagh

2021

Lang Test Asia

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Research has already established the boundless potential of teachers in assisting effective learning processes, and there is still a need to expand research to illustrate interrelation and connection between the construct of teachers’ professional accountability which moderates and directs student learning. To this end, a comprehensive review of the literature was conducted by the researchers to explore and extract relevant theoretical constructs to teacher accountability. A literature review was followed by structured interviews with 20 administrators, teachers, students, and parents to record perceived concepts related to teacher accountability. Content analysis of recorded interviews and thematic network analysis of literature resulted in a 30-item Likert scale. The researcher-made questionnaire was subject to reliability and validity issues. Thus, in the second phase, the questionnaire was piloted with 142 male and female EFL in-service teachers selected on the basis of the convenient sampling method. Factor analysis on data collected through this reduced the items to 29 and indicated that data on teacher accountability loaded on five components including accountability towards students (N: 7 items), parents (N: 5 items), school leadership (N: 5 items), society (N: 7 items), and the profession (N: 5 items). The results also indicated that the questionnaire enjoys sound psychometric properties of reliability (α: 0.88 ˂0.5). The upshots of this study could provide a better understanding of the concept and lead teachers to be more coherent and accountable.

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Reimagining American Education to Serve All Our Children

Cited by 3 publications

References 0 publications

Dhingra, P. (2021). Hyper Education. Why Good Schools, Good Grades, and Good Behavior Are Not Enough. NYU Press.

Dhingra, P. (2021). Hyper Education. Why Good Schools, Good Grades, and Good Behavior Are Not Enough. NYU Press.

Teachers’ perspective on accountability: A comparative case study in primary rural schools of Afghanistan and Pakistan

Designing and validating an evaluation inventory for assessing teachers’ professional accountability

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