计量经济分析 = Econometric analysis

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Social Justice and the City

All Our Kin: Strategies for Survival in a Black Community. C. B. Stack. New York: Harper & Row. 1974. Carol Stack wrote one of the most powerful books of the last half century about African American families. The book's power derived from its focus on the stories and the lives of persons who were struggling to manage with limited resources and who had evolved seamless methods of survival and coping strategies. Stack was not content to view the problems of impoverished African American families from an outside perspective, as had been done in the past, but chose instead to present her work from the view of the participants. She presented a sensitive view of families that has not been duplicated to this day. Stack put specific emphasis on being accepted by the families before she began interviewing them. She and her son took a long time to be accepted by the families as they gradually became participants in the day-to-day lives of the "Flats." She was sensitive to the patterns of interactions among the networks of family and friends that would have been overlooked by almost any other researcher or method of observation. The book showed how a person from another racial and economic group was able, with skill, to become an intimate part of the experience and the lives of very poor families. Her anthropological approach stands in sharp contrast to the countless attempts of others to quickly go in and pull out slices of families' lives with a preexisting conceptual framework. The African American families of the Flats were presented as they were, not from a White academic theoretical perspective that was not based on reality. Stack made many observations that allowed one to see the intricate workings of the families that "outsiders" had not been documented before. Participants were allowed to make observations about their own families' patterns of interaction and to uncover truths of family functioning based on the reality of their lives. Important data on these second-generation urban dwellers are presented in such a calm manner that one could overlook their significance to the field. The impact of the economic pressures on the men and women in the African American community show how persons can have mainstream values but are prevented from achieving them because of the lack of employment and economic security within the community. In response to the reality, Stack found that African Americans have cooperated to produce an adaptive strategy of exchanging goods and trading resources, as well as offering child care or temporary fosterage. Kinship boundaries were more elastic than they were in more affluent families because these individuals immersed themselves in a domestic network of kinfolk and fictive kin, or those who became as kin. The participants in Stack's study moved around and had loyalties to more than one household grouping at a time, making their family networks unlike the "household" structures of most American families. These networks were diffused over several kin-based households that changed frequently. The usual method of arbitrarily specifying widely accepted definitions of the family as nuclear or matrilocal may block one from seeing the world as it exists in very poor communities. Stack's observations refuted the "culture of poverty" position that had seen African Americans as having no culture or totally negative qualities of family disorganization, personal disorganization, and fatalism. Unfortunately, too many current writings on African Americans still take these same positions. The views may be the result of ignorance, naivete, or complex levels of racism that insidiously make their way into present family literature. Stack continued to reflect on the poverty of the participants' situations. By doing so, she avoided another position that is all too common-assumption that all African American families are the same, regardless of their levels of poverty or affluence. …

All Our Kin: Strategies for Survival in a Black Community

This article explores three alternative goals for American education that have been at the root of educational conflicts over the years: democratic equality (schools should focus on preparing citizens), social efficiency (they should focus on training workers), and social mobility (they should prepare individuals to compete for social positions). These goals represent, respectively, the educational perspective of the citizen, the taxpayer, and the consumer. Whereas the first two look on education as a public good, the third sees it as a private good. Historical conflict over these competing visions of education has resulted in a contradictory structure for the educational system that has sharply impaired its effectiveness. More important still has been the growing domination of the social mobility goal, which has reshaped education into a commodity for the purposes of status attainment and has elevated the pursuit of credentials over the acquisition of knowledge.

Public Goods, Private Goods: The American Struggle Over Educational Goals

In this brief, interpretive history of American schooling, John Rury focuses on the evolving relationship between education and social change. The book considers the impact of social forces, such as industrialization, urbanization, immigration, and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in providing avenues of social mobility and success for certain social groups and not for others. Detailed accounts of the experiences of women and minority groups in American history explain how their lives have been affected by education. Key features include: *Content Coverage--Provides a concise, comprehensive, and interpretive coverage of American educational history that ranges from colonial beginnings to the present. Key social science concepts, such as social and cultural capital are used throughout to explain historical developments related to social change and education. *Engaging Storyline--Provides a clear, interpretive storyline in which descriptive text is repeatedly punctuated by in-depth explorations of specific historical issues or events that increase the level of student engagement and response. *Teaching Flexibility--Its content, modest length, and price make it appropriate for students in any of the following courses: Social and Historical Foundations of Education, Introduction to Education, History of Education, or Educational Policy Studies.

Education and Social Change: Contours in the History of American Schooling

In light of recent critiques of American education, much attention has been devoted to the matter of improving the professional status of teachers. We believe, however, that a vital question in this endeavor has been overlooked: defining the unique parameters of the teaching profession. Teaching, after all, is not exactly like other, more generally recognized professions in modern society (if it were there would be little need to “improve” teachers’ professional standing). Rather, we believe that teaching constitutes a type of profession fundamentally different from those that receive the greatest public recognition. The first step in improving the professional status of teachers, in that case, is to identify the salient characteristics of the “teaching profession.” In the discussion to follow we will compare teaching with other professions, with a view to identifying similarities and differences. In particular, we will focus on the types of knowledge and special skills that distinguish larger clusters of professions. Using a theory of professions drawn from a previous essay on teacher professionalism, we argue that teachers belong to a distinctive group of craft professions, quite different from the more elite expert professions commonly identified with professional status.’ This is a distinction with implications both for teacher training and for the ways in which teachers view themselves and their work. In the end we argue that it is necessary for teachers to develop a clear consciousness of craft to guide their work, and that the search for more conventional definitions of professional status are unlikely to help them. Teaching, it appears, is not like other professions in many regards, and consequently must be assigned its own definitions and standards of professional life. We contend that improving the work of teachers and the working relationships of teaching, especially the way teachers are treated in the work place, is less dependent on achieving teacher professionalism than it is on viewing teaching as a craft and the establishment of an employee-management partnership: a relation of mutual respect, open communication, shared success,

Teachers, Professionalism, and Craft.

The Political Economy of Urban Education

With his best-selling book, Savage Inequalities (1991), Jonathan Kozol brought to the nation's attention the shocking disparities in educational resources that distinguish schools in central cities and suburbs. This is not a new issue, of course; James Bryant Conant (1961) made a similar point some 30 years earlier. Indeed, one could argue that little had changed since Conant's time, except perhaps as a matter of degree. Schools in cities have long been poor, populated by students from racial and ethnic minority groups, and saddled with a reputation for inadequate performance (Rury, 1993; Tyack, 1974). What Kozol and Conant and dozens of other observers have wrestled with over the past several decades is addressing the question of why this is so. The answer, we would suggest, lies in the political economy of urban education. In this chapter, we consider the political and economic forces that have shaped urban schools, drawing upon the extant research literature on urban education and related social science disciplines to identify and discuss them. It is from this that we derive the term political economy . The intention is to be inclusive of factors in the larger social context of schools that affect schools' performance. Our choice of the term stems from its use in both classical (or market) and Marxist economic analysis and is meant to convey our recognition that large-scale social phenomena cannot be easily analyzed within a single disciplinary tradition. Put another way, we think that it is naive to suggest that economic and social or cultural relationships are not closely related to the distribution of political power in society. Consequently, both political and economic dimensions of critical social problems must be considered simultaneously if one is to understand how these dilemmas have evolved.

John L. Rury

Papers

Education and Social Change: Contours in the History of American Schooling

Teachers, Professionalism, and Craft.

The Political Economy of Urban Education

Chapter 2: The Political Economy of Urban Education:

Education and women's work : female schooling and the division of labor in urban America, 1870-1930