The Condition of Education 2011 in Brief

Aud, Susan

doi:10.1037/e581062011-001

Cited by 136 publications

(181 citation statements)

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“…However, many teachers in the US are unaware of the ways in which culture saturates their daily practice in spite of the fact that they embody cultural practice (Villegas & Lucas, 2002). The cultural mismatches between how teachers teach and how their students are prepared to learn are increasingly indexed in achievement gaps between among children from different ethnic and racial groups and, increasingly, English learners (Aud et al, 2011). Preservice teachers have been described as cultural workers in the making (Ashton, 2013).…”

Section: The Cultural Work Of Teacher Educationmentioning

confidence: 99%

The Cultural Work of Teacher Education

Kozleski¹,

Handy

2017

Theory Into Practice

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Engaging teacher education as cultural work positions teacher educators and pre-service teachers as cultural workers. Cultural workers foreground the cultural complexities of their situated experiences while aiming to produce cultures that transform prevailing inequalities and injustices in public education. Doctoral students are also cultural workers translating the world of academia and their role in it as they learn to educate teacher candidates. How doctoral candidates engage in this cultural work depends greatly on the degree to which their faculty mentors are able to reveal the contradictions and opportunities for expansive learning that co-exist within schools of education and individual departments such as curriculum and learning. This paper looks at this conundrum from the perspectives of a doctoral student and a senior faculty member.

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Section: The Cultural Work Of Teacher Educationmentioning

confidence: 99%

The Cultural Work of Teacher Education

Kozleski¹,

Handy

2017

Theory Into Practice

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“…For example, Marrett (1990), Ingersoll (2001 and the US Department of Education, National Center for Education Statistics (2004) report that in highpoverty and minority schools in the US, the likelihood of teachers being certified in their teaching area, especially in science and mathematics, was significantly less than in middle-class and majority schools. Furthermore, 35% of US teachers in private schools have no certification at all, compared with slightly over 1% of public school teachers (Aud et al, 2011). Kane et al (2008) has warned that merely because a teacher is certified or has an academic degree in her or his subject matter does not guarantee that the teacher is effective in raising student achievement.…”

Section: Teacher Supply and Demands Status And Moralementioning

confidence: 99%

The sociology of education

Dworkin¹,

Ballantine²,

Antikainen³

et al. 2013

Sociopedia

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1Sociology of education makes contributions to the understanding of an important institution present in every society -education. In the following article members of the Board of the ISA Sociology of Education Research Committee, RC04, explore aspects of the field including theory, methods, emerging issues, stratification, inequalities in developing countries, politics of education and multiculturalism, educational assessment and accountability, peer group effects, school-to-work transitions, adult and lifelong learning, teacher supply, demand, status and morale, and social control. Attention is also paid to emerging issues in the sociology of education. Theory in the sociology of educationAs a major contributor to the field of sociology and to the testing of established theories, sociology of education plays a vital role in the continuing development of sociology. Émile Durkheim is generally considered to be the founder of the sociology of education, having provided a sociological conceptualization of education as a system that transmits society's culture and social order to new generations. The sociology of education also derives its conceptual and theoretical roots from the contributions of Marx and Weber. Marx laid down the foundations for conflict theory and later conflict theorists have explored the ideological role of the state in education as it reproduces and maintains class statuses. Weber developed a multidimensional approach in which structure, human agency, the material and the normative were combined.Building on this early foundation, several more recent directions have emerged. Among structural conflict theories, Pierre Bourdieu's (1984) theory of practice, Basil Bernstein's (1996) theory of language codes and Randall Collins's (1979) Weberian theory of social exclusion have had a major impact on contemporary sociology of education. According to Bourdieu's (1984) theory of praxis, the social world consists of the history of accumulation. Education as a part of social and cultural reproduction is linked to cultural capital (capital based on students' social settings and opportunities that provide knowledge of the world derived from live experiences) and subsequent social differences between students. Similarly, in Bernstein's 'code theory ' (1975) he explores the performance of working-class students and argues that socialization is based on class. The dominant school abstract Because education is an essential institution in society, the sociology of education must focus on an array of salient social issues, many with vital policy implications. Following a discussion of the various theoretical orientations and methods used by sociologists of education, this article, which was written by members of the Board of the Sociology of Education Research Committee (RC04), examines a selection of these significant and emerging issues.

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“…(Table 7.1) This pattern holds true across all public universities. 413 Tenure and promotion are examples of internal rewards employed by department heads and deans that rely on measures of external research funding. Even when "dollars of research grants" is not explicitly required in tenure write-ups, "number of students produced," "numbers of publications" and "reputation" (letters of recommendation) are.…”

Section: Federal Research Funding Rewards Field-centric Professors Anmentioning

confidence: 99%

Reforming a Large Foundational Course: Successes and Challenges

Talanquer

Pollard

2017

J. Chem. Educ.

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The Information Technology and Innovation Foundation (ITIF) is a Washington, D.C.-based think tank at the cutting edge of designing innovation policies and exploring how advances in information technology will create new economic opportunities to improve the quality of life. Nonprofit, and nonpartisan, ITIF offers pragmatic ideas that break free of economic philosophies born in eras long before the first punch card computer and well before the rise of modern China. ITIF, founded in 2006, is dedicated to conceiving and promoting new ways of thinking about technology-driven productivity, competitiveness, and globalization for the 21st century.ITIF publishes policy reports, holds forums and policy debates, advises elected officials and their staff, and provides an active resource for the media. It develops new and creative policy proposals, analyzes existing policy issues through the lens of bolstering innovation and productivity, and advocates against policies that hinder digital transformation and innovation. The Information Technology and Innovation Foundation is a 501(c)3 nonprofit organization.

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The Condition of Education 2011 in Brief

Cited by 136 publications

References 0 publications

The Cultural Work of Teacher Education

The Cultural Work of Teacher Education

The sociology of education

Reforming a Large Foundational Course: Successes and Challenges

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