EDUCATIONAL THEORY, Issue 1 2008
Benjamin Baez
Where these two objectives converge is in their techniques: they both use the parent-child relationship and what appears to motivate it. Drawing on Michel Foucault's conceptualization of government as "the conduct of conduct," Baez and Talburt analyze two pamphlets with an eye to several themes: the "commonsensical" nature of its address to loving parents; the "responsibilization" of parents and children; the insidious entry of school goals and behavioral norms into homes; and the seeming empowerment of the parent as partner in his or her child's learning. Finally, the authors discuss how the logic of modern forms of governing families and schools might be contested. [source]

THE SCHOOL AS AN EXCEPTIONAL SPACE: RETHINKING EDUCATION FROM THE PERSPECTIVE OF THE BIOPEDAGOGICAL

EDUCATIONAL THEORY, Issue 2 2006
Tyson E. LewisArticle first published online: 3 MAY 200
Agamben's theory of the camp provides a challenging, critical vantage point for looking at the ambiguities that emerge from the complex field of disciplinary procedures now prevalent in inner-city, low-income, minority schools, and helps to clarify what exactly is at stake in the symbolic and sometimes physical violence of schooling. Key to understanding the primary relation between camp and classroom is Agamben's framework of the biopolitical, which paradoxically includes life as a political concern through its exclusion from the political sphere. Here Lewis appropriates Agamben's terminology in order to theorize the biopedagogical, wherein educational life is included in schooling through its abandonment. For Lewis, the theory of the camp is necessary to recognizing how schools function and, in turn, how they could function differently. [source]

THE TIMING OF SIGNALING: TO STUDY IN HIGH SCHOOL OR IN COLLEGE?,

INTERNATIONAL ECONOMIC REVIEW, Issue 3 2007
Sanghoon Lee
American students study harder in college than in high school, whereas East Asian students study harder in high school than in college. This article proposes a signaling explanation. Signaling may occur over time both in high school and in college, and societies may differ in the timing of signaling. Students work harder in the signaling stage determined by the society as a whole. A testable implication is that high ability workers in East Asia are more concentrated among a few colleges than their U.S. counterparts. This implication is confirmed by top CEO education profile data in the United States and Korea. [source]

THE L.A. SCHOOL AND POLITICS,NOIR: BRINGING THE LOCAL STATE BACK IN

JOURNAL OF URBAN AFFAIRS, Issue 5 2009
STEVEN P. ERIE
ABSTRACT:,This essay critically reevaluates two key components of the L.A. School of Urbanism research program. First, we reconsider the L.A. School's alternative to the concentric circles model of urban growth developed by the Chicago School. Second, we reexamine its account of Los Angeles's modern development and transformation into a global city. We conclude that the L.A. School, much like the Chicago School it critiques, pays insufficient attention to politics and political institutions. Understanding how Los Angeles improbably grew from a frontier town to regional imperium and global city requires urban scholars to bring the local state back in. Based on recent scholarship, we argue that the local state played a critical and, frequently, autonomous role in key policy areas, such as city planning and water provision. By bringing the local state back into the L.A. growth story, L.A. scholars can offer a more robust theory of urban growth. [source]

Introduction: WHAT IS A CULTURAL ANTHROPOLOGY FIELD SCHOOL AND WHAT IS IT GOOD FOR?

ANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2004
Madelyn Iris
A field school experience remains the exception rather than the common experience for most undergraduate and pre-dissertation graduate students in social/cultural anthropology. There are a growing number of programs that describe themselves as anthropology field schools, but fewer that emphasize a research experience and in-depth exposure to ethnographic and other qualitative methods. This bulletin offers detailed descriptions of four types of programs: "problem-focused" field schools, "instructor-driven" programs, "applied" anthropology field schools, and the "study-tour" model. Other chapters include descriptions of the field school experience from the student perspective; a long-term reflection on the influence of the field school summer on career development; the importance of mentorship; the relationship between field schools, service learning, and homestay experiences; ethical issues; and guidelines for choosing a field school. [source]

DOCUMENTING LOCAL CULTURE: AN INTRODUCTORY FIELD SCHOOL

ANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2004
Philip B. Stafford
This chapter provides a detailed description of a three-week summer residential field school conducted in Bloomington, Indiana, in 2000 and 2001. Following a model developed by David A. Taylor of the American Folklife Center, the school provided instruction and hands-on experience to students interested in learning methods of cultural fieldwork including interviewing, photography and participant-observation. Additionally, students learned methods of documentation including archiving and exhibition through radio, video, and other public displays. Each field school was organized around a salient local theme: the public square, in year 1 and community and disability, in year 2. This chapter summarizes the multiple practical challenges that students and instructors face in conducting a successful fieldwork school, with reference to transportation, supervision, field ethics, meals, residential accommodations, equipment, teamwork, and exiting the field. [source]

FRAMING ROBERT AGGAS: THE PAINTER,STAINERS' COMPANY AND THE ,ENGLISH SCHOOL OF PAINTERS'

ART HISTORY, Issue 3 2008
RICHARD JOHNS
Drawing on unpublished archival material, this essay offers a new understanding of London's Painter,Stainers' Company during the second half of the seventeenth century. Beginning and ending with a discussion of the English painter Robert Aggas, whose Landscape at Sunset became the centrepiece of an ambitious display of paintings within the Painter,Stainers' Hall, the essay identifies the Company as a vital presence within the cultural economy of the early modern capital. A reassessment of the Company's attitude towards overseas painters during the later 1600s points to the cosmopolitan make-up of the self-styled ,English school' of painting, first chronicled in Bainbrigg Buckeridge's influential An Essay towards an English School of Painters (1706). [source]

PRIVATISE ALL BUSINESS AND LAW SCHOOLS

ECONOMIC AFFAIRS, Issue 3 2009
James Stanfield
No abstract is available for this article. [source]

GOVERNMENT'S CONSTRUCTION OF THE RELATION BETWEEN PARENTS AND SCHOOLS IN THE UPBRINGING OF CHILDREN IN ENGLAND: 1963,2009

EDUCATIONAL THEORY, Issue 3 2010
David Bridges
In this essay David Bridges argues that since most families choose to realize their responsibility for the major part of their children's education through state schools, then the way in which the state constructs parents' relation with these schools is one of its primary levers on parenting itself. Bridges then examines the way in which parent-school relations have been defined in England through government and quasi-government interventions over the last forty-five years, tracing these through an awakening interest in the relation between social class and unequal school success in the 1960s, passing through the discourse of accountability in the 1970s, marketization in the 1980s and 1990s, performativity extending from this period into the first decade of the twenty-first century, and, most recently, more direct interventions into parenting itself and the regulation of school relations with parents in the interests of safeguarding children. These have not, however, been entirely discrete policy themes, and the positive and pragmatic employment of the discourse of partnership has run throughout this period, albeit with different points of emphasis on the precise terms of such partnership. [source]

MANAGERIALISM, FUNDAMENTALISM, AND THE RESTRUCTURING OF FAITH-BASED COMMUNITY SCHOOLS

EDUCATIONAL THEORY, Issue 2 2006
Chaya Herman
The essay is based on a larger research project that explores the profound effects of the ideological and managerial restructuring process in Johannesburg's Jewish community schools, the broader context for which has been South Africa's transformation to democracy. Herman suggests that these two dynamics are synergetic forces and that their accumulated effect has the power to shift the discourse of the community toward ghettoization and toward the creation of a homogenous community founded on a narrowly defined common identity. [source]

THE PRIVATE FINANCE INITIATIVE (PFI) IN SCHOOLS: THE EXPERIENCES OF USERS

FINANCIAL ACCOUNTABILITY & MANAGEMENT, Issue 4 2006
Suhaiza Ismail
First page of article [source]

THE IMPACT OF PRIORITIZING ACADEMIC INTEGRITY IN BUSINESS SCHOOLS: A COMPARATIVE PERSPECTIVE

JOURNAL OF LEGAL STUDIES EDUCATION, Issue 2 2001
Elletta Sangrey Callahan
[source]

THE IMPACT OF PUBLIC MANAGEMENT REFORMS ON STUDENT PERFORMANCE IN DANISH SCHOOLS

PUBLIC ADMINISTRATION, Issue 2 2008
SIMON CALMAR ANDERSEN
Many resources have been invested in reforming the public sectors of most countries in the world during the last 20 years. Greater focus on evaluation and performance is one of the most central aspects of these reforms, but despite much academic research virtually no systematic evaluations of the outcome of the reforms themselves are found. This paper presents a study of the effect of performance management reforms of Danish public schools on the achievements of more than 80,000 lower secondary students. The study finds no or very small effects on performance measured as average exam scores, but highly significant effects on inequity in the sense that students with low socioeconomic status perform worse at reforming schools than at similar non-reforming schools. These results, as well as the methodological challenges involved in estimating reform impact, emphasize the need for more empirical scrutiny of what effects the reforms have. [source]

THE RELATIVE EFFICIENCY OF CHARTER SCHOOLS

ANNALS OF PUBLIC AND COOPERATIVE ECONOMICS, Issue 1 2009
Shawna Grosskopf
ABSTRACT,:,This analysis compares the technical efficiency of charter school primary and secondary campuses with that of comparable campuses in traditional Texas school districts. Charter schools are hybrids,publicly funded, but not required to meet all the state regulations releant for traditional schools. Student performance is measured using value added on standardized tests in reading and mathematics, and efficiency is measured using the input distance function. The analysis suggests that at least in Texas, charter schools are substantially more efficient than traditional public schools. [source]

The legacy of the Copenhagen School: in the footsteps of Lindhard and Krogh

ACTA PHYSIOLOGICA, Issue 4 2010
Ylva Hellsten
No abstract is available for this article. [source]

Lactate kinetics in human tissues at rest and during exercise

ACTA PHYSIOLOGICA, Issue 4 2010
Gerrit Van Hall
Abstract Lactate production in skeletal muscle has now been studied for nearly two centuries and still its production and functional role at rest and during exercise is much debated. In the early days skeletal muscle was mainly seen as the site of lactate production during contraction and lactate production associated with a lack of muscle oxygenation and fatigue. Later it was recognized that skeletal muscle not only played an important role in lactate production but also in lactate clearance and this led to a renewed interest, not the least from the Copenhagen School in the 1930s, in the metabolic role of lactate in skeletal muscle. With the introduction of lactate isotopes muscle lactate kinetics and oxidation could be studied and a simultaneous lactate uptake and release was observed, not only in muscle but also in other tissues. Therefore, this review will discuss in vivo human: (1) skeletal muscle lactate metabolism at rest and during exercise and suggestions are put forward to explain the simultaneous lactate uptake and release; and (2) lactate metabolism in the heart, liver, kidneys, brain, adipose tissue and lungs will be discussed and its potential importance in these tissues. [source]

Roman Wives, Roman Widows: The Appearance of New Women and the Pauline Communities

CONVERSATIONS IN RELIGION & THEOLOGY, Issue 1 2006
Article first published online: 24 APR 200
Books reviewed: Roman Wives, Roman Widows: The Appearance of New Women and the Pauline Communities, Bruce W. Winter Reviewed by Helen K. Bond School of Divinity Edinburgh University, UK Response to Helen Bond By Bruce W. Winter University of Cambridge, UK [source]

Thinking about Christ with Schleiermacher

CONVERSATIONS IN RELIGION & THEOLOGY, Issue 1 2006
Article first published online: 24 APR 200
Books reviewed: Thinking about Christ with Schleiermacher, Catherine L. Kelsey Reviewed by Gayle D. Beebe Spring Arbor University, MI, USA Response to Gayle Beebe By Catherine L. Kelsey Iliff School of Theology, Denver, USA [source]

Review of International Corporate Governance Conference held at Birmingham Business School, July 2005

CORPORATE GOVERNANCE, Issue 3 2006
Chris Mallin
No abstract is available for this article. [source]

Review of International Corporate Governance Conference held at the Birmingham Business School, June 2004

CORPORATE GOVERNANCE, Issue 4 2005
Chris Mallin
No abstract is available for this article. [source]

Review of International Corporate Governance Conference held at the Birmingham Business School, July 2002

CORPORATE GOVERNANCE, Issue 1 2004
Chris Mallin
No abstract is available for this article. [source]

Review of International Corporate Governance Conference held at Nottingham Business School, June 1999

CORPORATE GOVERNANCE, Issue 2 2000
Chris Mallin
[source]

Modelling Product Innovation Processes, from Linear Logic to Circular Chaos

CREATIVITY AND INNOVATION MANAGEMENT, Issue 2 2003
Jan Buijs
Product innovation is the focal point of the Delft Design School in the Netherlands. During its more than thirty years of existence different models of the product innovation process were and are used for education and for research. This paper will describe the development of these models. The first models tried to describe the product innovation process in a logical linear order, but recently this logical order has come under discussion. The most recent models try to show the more chaotic character of the product innovation processes in real corporate life. Although this chaotic model better reflects the product innovation practice, for educational purposes it seems to be less useful than the original logical ones. For our teaching we propose the two versions (logic and chaos) of our innovation model as two sides of one coin. This innovation coin is without proper value with one side left blank. [source]

Multiculture in times of war: an inaugural lecture given at the London School of Economics

CRITICAL QUARTERLY, Issue 4 2006
PAUL GILROY
First page of article [source]

Repeating the Race Experience: John Dewey and the History Curriculum at the University of Chicago Laboratory School

CURRICULUM INQUIRY, Issue 3 2009
THOMAS FALLACE
ABSTRACT Despite the vast literature on Dewey and his laboratory school, most scholars have failed to contextualize Dewey's pedagogical ideas in the intellectual currents of the period, particularly the historicist concept of social development known as recapitulation and/or correspondence theory. In this article, the author explores how and why history was taught at Dewey's laboratory school at the University of Chicago (1896,1904). To do so, the author traces how Dewey's approach to teaching history not only emerged out of pedagogical disputes, but also out of 19th -century historicist theories of evolutionary anthropology and genetic psychology. From this context, the author argues that Dewey's history curriculum was based entirely upon his own interpretation of the anthropological-sociological-psychological theory of recapitulation, which suggested that the stages of child development corresponded with the development of Western civilization. Drawing on Dewey's professional correspondence, course syllabi, and book reviews in addition to his published essays, the author suggests that this ethnocentric theory of recapitulation served as the foundation for the entire curriculum at the laboratory school, guiding both theory and practice. [source]

Toward the School as Sanctuary Concept in Multicultural Urban Education: Implications for Small High School Reform

CURRICULUM INQUIRY, Issue 3 2006
RENÉ ANTROP-GONZÁLEZ
ABSTRACT This article describes the school as sanctuary concept through the voices of students enrolled in a small urban high school that curricularly privileges the linguistic, cultural, and sociopolitical realities of its communities. Moreover, this particular school was founded by students and teachers over 30 years ago as a direct response to pedagogically and psychologically colonizing large comprehensive high schools in a major urban school district. According to students, a school becomes a sanctuary when there are four essential components in place. These sanctuary-like attributes include multiple definitions of caring relations between students and their teachers, the importance of a familial-like school environment, the necessity of psychologically and physically safe school spaces, and allowing students a forum in which they are encouraged to affirm their racial/ethnic pride. Implications for forwarding this concept within a larger discourse around urban school reform are discussed. [source]

Being a Good Teacher of Black Students?

CURRICULUM INQUIRY, Issue 4 2005
Unintentional Racism, White Teachers
ABSTRACT This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self-identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By examining the roles and related practices of these teachers, I highlight the disconnect between what researchers have identified as good practices for teaching students of color and how these teachers understand themselves as good teachers. I describe how the roles that each of these four teachers adopted relate to the perpetuation of Whiteness and how such a relation is embedded in their everyday teaching practices and might function to sustain racist practice and ideology in the schooling of students of color. Findings suggest that the ways that these teachers understood their roles as teachers of Black students are intimately linked to how closely their practice represented what is known as culturally relevant pedagogy. [source]

Writing the "Show,Me" Standards: Teacher Professionalism and Political Control in U.S. State Curriculum Policy

CURRICULUM INQUIRY, Issue 3 2002
Margaret Placier
This qualitative case study analyzes the process of writing academic standards in one U.S. state, Missouri. The researchers took a critical pragmatic approach, which entailed close examination of the intentions and interactions of various participants in the writing process (teachers, politicians, business leaders, the public), in order to understand the text that was finally produced. School reform legislation delegated responsibility for writing the standards to a teacher work group, but the teachers found that their "professional" status and their intention to write standards that reflected a "constructivist" view of knowledge would meet with opposition. Politicians, who held different assumptions about the audience, organization, and content of the standards, exercised their greater power to control the outcome of the process. As the researchers analyzed public records and documents generated during the writing process, they constructed a chronological narrative detailing points of tension among political actors. From the narrative, they identified four conflicts that significantly influenced the final wording of the standards. They argue that as a consequence of these conflicts, Missouri's standards are characterized by a dichotomous view of content and process; bland, seemingly value,neutral language; and lack of specificity. Such conflicts and outcomes are not limited to this context. A comparative, international perspective shows that they seem to occur when groups in societies marked by political conflicts over education attempt to codify what "all students should know." [source]

Making White: Constructing Race in a South African High School

CURRICULUM INQUIRY, Issue 1 2002
Nadine Dolby
As a social and cultural phenomenon, race is continually remade within changing circumstances and is constructed and located, in part, in institutions' pedagogical practices and discourses. In this article I examine how the administration of a multiracial, working-class high school in Durban, South Africa produces "white" in an era of political and social transition. As the population of Fernwood High School (a pseudonym) shifts from majority white working class to black working class, the school administration strives to reposition the school as "white," despite its predominantly black student population. This whiteness is not only a carryover from the apartheid era, but is actively produced within a new set of circumstances. Using the discourses and practices of sports and standards, the school administration attempts to create a whiteness that separates the school from the newly democratic nation-state of South Africa. Despite students' and some staff's general complacency and outright resistance, rugby and athletics are heralded as critical nodes of the school's "white" identity, connecting the school to other, local white schools, and disconnecting it from black schools. Dress standards function in a similar manner, creating an imagined equivalence between Fernwood and other white schools in Durban (and elite schools around the world), and disassociating Fernwood from black schools in South Africa and the "third world" writ large. This pedagogy of whiteness forms the core of the administration's relationship with Fernwood students, and maps how race is remade within a changing national context. [source]

Stories of Schools/Teacher Stories: A Two-Part Invention on the Walls Theme

CURRICULUM INQUIRY, Issue 1 2000
Cheryl J. Craig
Patterned in the style of a musical invention, this work adopts Clandinin and Connelly's metaphor of a professional knowledge landscape (1995), Olson's conceptualization of the narrative authority (1993, 1995) of teacher knowledge, and my idea that teachers develop their knowledge in knowledge communities (Craig 1992, 1995a, 1995b, 1998). The first invention outlines the stories of school (Clandinin & Connelly 1996) that Riverview School and Evergreen School were given and the changes that take place over time. The second invention features beginning teacher, Benita Dalton, and her narratives of experience lived and told in the two school contexts. Relating the teacher's stories to the narrative accounts of the two campuses illustrates the extent to which context shapes teachers' practices and bounds their knowing. The work sheds much light on the subtle complexities of teachers' professional knowledge landscapes and adds to the conceptual base of a line of inquiry that focuses on the shaping effect of context on teachers' knowledge developments. An invention, loosely defined, involves the creation, through thought and/or action, of something that did not exist before. Written in the style of a musical invention, this piece is composed of two parts featuring the stories of two schools played against the evolving stories of a teacher who worked in both contexts. While the two parts of the invention both develop the walls theme, each unfolds in a different manner. The two variations which constitute the first part of the invention center on the stories of school (Clandinin & Connelly 1996) that Riverview School and Evergreen School were given and examines how these stories changed over time. The two variations that comprise the second part of the invention highlight beginning teacher, Benita Dalton, her stories of experience (Connelly & Clandinin 1990) lived and told at the two schools, and shifts that took place in her knowledge development. Connecting the fine-grained accounts of an individual with the coarse-grained accounts of schools reveals the extent to which stories of school influence teachers' practices, set the horizons of what is available for teachers to come to know, and adds to the conceptual base of a line of research that examines the how teachers' knowledge developments are influenced by context. The work begins with introductions to Benita Dalton and me, the teacher and the researcher in the study. Discussions of the research method and the theoretical framework appear next. These preliminary sketches prepare the reader for the two-part invention that follows. They lay the methodological groundwork as well as provide lenses with which to view, and a language with which to describe, contextual experiences. The next segment of the piece is Part I of the Invention comprised of Variation I: A Narrative Account of Riverview School, Variation II: A Narrative Account of Evergreen School, and a reflective coda on stories of schools. These passages bring the first part of the invention to closure. Next comes Invention II, the second movement of the piece, featuring Variation I: A Story of Benita's Experience at Riverview and Variation II: A Story of Benita's Experience at Evergreen. As with the first part of the invention, a reflective coda appears at the end of Benita's stories of experience that concludes the second part of the invention. The article ends with a grand finale, where the parallel stories developed in the invention's two parts are intentionally brought together for practical and theoretical purposes. These closing passages specifically address the principle question, the simple melody around which this two-part inquiry/invention has been constructed/composed: How does context affect teachers' knowledge developments? [source]