The Myths of Rural School and District Consolidation: Part II

Sher, Jonathan P.; Tompkins, Rachel B.

doi:10.1080/00131727709336228

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…By 1930, the number of local school districts in the United States had reached its high point-in excess of 125,000 separate units. By 1976, this number had been reduced to approximately 16,000 (Sher, 1976). This drastic reduction in the number of units of a specialized local government took place in a manner so subtle as virtually to escape the notice of political analysts.…”

Section: More Recent Comprehensive Studies (Glass and Smith 1978; Smmentioning

confidence: 93%

An Assessment of Educational Policy Research

Guthrie

1980

Educational Evaluation and Policy Analysis

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Section: More Recent Comprehensive Studies (Glass and Smith 1978; Smmentioning

confidence: 93%

An Assessment of Educational Policy Research

Guthrie

1980

Educational Evaluation and Policy Analysis

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“…Indeed, reforms that reflected local perspectives were received more positively (McLaughlin, 1982). Standardized reform negates the rural school's greatest educational advantage, its intimate connection to community (Haller & Monk, 1988;Rosenfeld & Sher, 1977;Sher & Tompkins, 1977). Another major rural education research review stated, "the drive to make rural schools more centralized, standardized, bureaucratized, and professionalized has nearly robbed them of their distinctiveness and has failed to deliver on the promise of improved quality of education" (Kannapel & DeYoung, 1999, p. 76).…”

Section: Research On North Americamentioning

confidence: 99%

What Constitutes Quality in Minority Education? A Multiple Embedded Case Study of Stakeholder Perspectives on Minority Linguistic and Cultural Content in School-Based Curriculum in Sunan Yughur Autonomous County, Gansu

Bahry

2012

Front Educ China

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While quality in education has long been a significant issue, definitions of quality are often taken for granted rather than argued for, allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders' perspectives, particularly regarding the place within quality education of the knowledge, culture and language of non-dominant groups. However, there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders' understandings. This paper presents a recent study that attempts to do this, investigating the perspectives of students, parents, teachers, and administrators in Sunan Yughur Autonomous County, a multiethnic, multilingual district in rural Gansu, inhabited by several nationalities. Over one hundred participants in three schools were asked what was important for children to learn in school; including what aspects of local (minority) knowledge, culture and language should be taught as part of school-based curriculum. The study found three educational visions in local schools: regular urban education; Chinese-medium, multicultural education; and bilingual, multicultural education. The study also found that stakeholders support the latter vision, which reflects society's actual cultural and linguistic pluralism, as well as much research on quality education for non-dominant groups. The paper concludes with a call for a comparative approach, both domestic and international, towards the investigation of quality education of non-dominant groups in China.

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Urbanand Rural Schools Research

Lomotey

Swanson

1989

Education and Urban Society

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The Myths of Rural School and District Consolidation: Part II

Cited by 3 publications

References 6 publications

An Assessment of Educational Policy Research

An Assessment of Educational Policy Research

What Constitutes Quality in Minority Education? A Multiple Embedded Case Study of Stakeholder Perspectives on Minority Linguistic and Cultural Content in School-Based Curriculum in Sunan Yughur Autonomous County, Gansu

Urbanand Rural Schools Research

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