Showing papers on "Compulsory education published in 1987"

Foundations of Education: Becoming a Teacher

Abstract: All chapters include "Dialogue," "Summary," "Discussion Questions," "Notes," and "Recommended Readings" 1Teaching as a Career Entering the Education Profession The Challenge of Teaching Teacher Attributes Preparing for Teacher Employment Teacher Supply and Demand Is Teaching a Profession? Community Attitudes about Teachers and Teaching Teacher Compensation Testing Prospective Teachers Versatility of an Education Degree 2American Educational Heritage: Part One What Does Educational History Have to Do with the Present or the Future? The Southern Colonies The Middle Colonies The New England Colonies 3American Educational Heritage: Part Two American Education Moves toward Independence Land Ordinances Alternatives to Tax-Supported Schools Rise of Common Schools The Morrill Act Educational Progress: Civil War - World War II Educational Progress: World War II - Present Educational Pioneers 4Developing an Educational Viewpoint Can Future Teachers Possess an Educational Philosophy? Major Educational Philosophies Minor Educational Philosophies Developing an Initial Educational Statement Value of a Philosophy of Education 5School Organization and Curriculum Curriculum Is Educational Philosophy in Action Some National Influences on the Curriculum Some State Influences on the Curriculum Historic Development of Curriculum Compulsory Education Curriculum Theory and Practice The Computer and the Curriculum 6Teacher Activism: The National Education Association and the American Federation of Teachers, AFL-CIO Background of the National Education Association Background of the American Federation of Teachers Benefits of Membership Comparisons: NEA and AFT (AFL-CIO) Merger Discussion 7Academic Freedom and the Public School What Does Academic Freedom Mean in the Public School? Book Censorship School Policy on Censorship Creationism and the Theory of Evolution Family Life and Sex Education Hatch or Grassley Amendment Students as First-Class Citizens Positions on Academic Freedom 8Church and State in Public Education The Public School Is a Pluralistic Institution Curriculum Representative Supreme Court Decisions Affecting the Curriculum Aid to Nonpublic Schools Major Arguments for and against Aid to Nonpublic Schools 9Selected Social Forces and Public Education Do Social Issues outside the School Affect My Classroom? Racial Desegregation in Public Education Multiethnic Education Youth Suicide Alcohol and Young People Child Abuse and Neglect Violence and the School 10Policy Development in Public Education Who Are the Policy Makers? Role of the Federal Government in Setting Educational Policy Role of the State Government in Setting Educational Policy Role of the Local Board of Education in Setting Educational Policy School Board Policy Development School Board Procedures and Operations Board-Staff Relations 11Administration of Local Public Schools What Do Those Administrators Really Do? The Nature of Public School Districts The Nature of Public School Management The Organization of the Central Office Individual School Building Organization 12The Financing of Public Education Where Does the Money Come From? Local and State Financing of Public Education State Grants-in-Aid Role of the Federal Government in Financing Public Education School District Financial Management 13Selection, Placement, and Induction Finding That First Teaching Position Selection Aspects of the Selection Process The Employment Application Form Placement Induction 14Compensation, Performance Evaluation, and Staff Development Losing Your Job Compensation Performance Evaluation Staff Development 15The Legal Liability of Teachers Could I Be Sued? The American Judicial System Torts and Teachers The Role of the Attorney in Tort Litigation Anatomy of a Lawsuit 16Equal Employment Opportunity and Public Education Do School Districts Hire the Best Candidates? Affirmative Action Filing a Charge of Discrimination with the Equal Employment Opportunity Commission Civil Rights Act (1991) Equality for Persons with Disabilities Equality for Women Equality by Age AIDS and Discrimination Appendix A: Educational Philosophy Self-Test Appendix B: Part One: Religion in the Public Schools: A Joint Statement of Current Law, April 1995 Appendix B Part Two: Religious Expression in Public Schools: A Statement of Principles, June 1998 Appendix C: Selection Criteria Appendix D: Interviewing Questions Appendix E: Teacher's Application, Goodville School District Appendix F: Teacher Evaluation Report Appendix G: Indicators for the Teacher Evaluation Instrument Appendix H: Needs-Assessment Survey Index

The negotiation of educational opportunity : the final years of compulsory schooling in a multi-ethnic inner-city comprehensive

Abstract: This thesis reports a case study of the final years of compulsory schooling in a multi-ethnic inner-city school (City Road Comprehensive). Data was collected during two years of intensive ethnographic field work, principally via informal interviews and participant observation. Pupils in two mixed ability form groups were studied as they moved through the subject options process of the third year, throughout their fourth year and into the final year of compulsory education. A third mixed ability form group were also studied during the subject options process. The thesis explores some of the school-based influences which shaped the pupils' experience of City Road. Following a consideration of my research methodology, and a brief description of the social composition and academic organization of the school, Chapters 2, 3 and 4 offer a detailed -analysis of the subject options process. Although the pupils' gained access to a majority of their original option choices, it was the senior staff who came to dominate the options system. However, form tutors and subject teachers also retained some influence over pupils' decisions. The options process represented a form of academic selection, resulting in significant differences between pupils' upper school curricula. Gender and the senior staff's perception of pupils' 'ability' were particularly important. Chapters 5 and 6 turn to the pupils' experience of the upper school. In a modified form the processes of differentiation and polarization, described in previous case studies (Hargreaves, 1967; Lacey, 1970; Ball, 1981), were seen to operate within City Road. The complex, negotiated character of pupil adaptations is examined, analysing the factors in the teacher-pupil relationship which placed West Indian pupils in a relatively disadvantaged position within the pupil population. I conclude by considering aspects of the 'micro-macro' problem and highlighting the need for further research arising from this study.

Beyond Compulsory Education for the Mentally Handicapped.

Abstract: To set the groundwork for understanding the adult retarded client, we must examine the history of the retarded adult in society. This history develops the myths, stereotypes, and prejudices in the minds of service providers who control the availability of services to any client whether in a rural or urban area. We must also look at the kinds of services which are presently available to retarded adults in some settings, and determine if these are applicable in a rural community. We will also examine the integration of these facilities into a truly integrated rural transitional facility and the role that schools could play in its development, and finally, take a brief look toward the future in terms of what these developments mean for education in rural communities.

Sex‐Atypical Occupational Aspirations in Finland

Abstract: Nummenmaa, A.R., Nummenmaa, T. & Vanhalakka‐Ruoho, M. 1987. Sex‐Atypical Occupational Aspirations in Finland. Scandinavian Journal of Educational Research 31, 99‐111. The occupational system in Finland is clearly segregated by sex, while the rate of employment and the educational level are about the same for both sexes. The occupational aspirations of comprehensive school students completing the 9th year of compulsory education and high school students completing the 12th year of education were investigated. The sex‐typing of aspirations of males resembles closely the situation among those now employed. The girls are willing to take longer educational routes for both vertical and horizontal mobility, the latter term here meaning sex‐atypical occupations. There are relationships with school performance, personality, and family background.

Written Communication as an Object of Comparative Research

Abstract: In this paper, we will give a brief account of an ongoing international study of written composition, the IEA Written Composition Study. Fourteen systems of education (Chile, England, Federal Republic of Germany [Hamburg], Finland, Hungary, Indonesia, Italy, the Netherlands, New Zealand, Nigeria, Sweden, Thailand, the United States, Wales) are collaborating on the project. A large set of writing tasks has been presented in some countries to one population of students, in some to two, and in some to all three populations, representing the end of primary education (population A), the end of compulsory education (population B), and the preuniversity year (population C). The recommended minimum sample sizes were 50 classes for populations A and C and 100 for population B. The purpose of this article is to explore how this study was able to examine written composition comparatively. We will first place the study within its larger context. Such an analysis of the context was used to outline three alternative approaches that the study might have taken. After that, we shall describe the aims of the project, its design, and its scope. We will give particular emphasis to the tasks and to the scoring procedures. We will also present some results obtained during the early stages of the project. It must be emphasized that this article is not the official or complete presentation of the IEA Written Composition Study. We have chosen to highlight some aspects of the study and have added some personal reflections and interpretations.