Resultaten voor 'lois weis'

1. Margaret A , Eisenhart
2. Lois , Weis

Stem Education Reform in Urban High Schools

STEM Education Reform in Urban High Schools gives a nuanced view of the obstacles marginalized students face in STEM education--and explores how schools can better support STEM learners. Reporting the results of a nine-year ethnographic study, the book chronicles the outcomes of various STEM education reforms in eight public high schools with nonselective admissions policies and high proportions of low-income and minoritized students: four schools in Denver, Colorado, and four in Buffalo, New York. Through interviews with students, educators, and parents, as well as classroom and campus observations, Margaret A. Eisenhart and Lois Weis identify patterns in the educational paths of students who go on to great success in STEM occupations and those who do not. They discuss common mechanisms that undermine the stated goals of STEM programming as well as social and cultural constructs that exclude many minoritized students from the STEM pipeline. With an eye toward greater access to STEM learning, the authors show how lessons of past measures can inform future STEM initiatives. "Eisenhart and Weis compellingly demonstrate that good intentions are not enough to create sustainable and meaningful STEM reform. Their findings offer powerful insights into the support teachers need to teach new courses, the counseling high-achieving students need to prepare for STEM college enrollment and careers, and the structures and resources students need to develop in-depth knowledge of STEM subjects." --Laura W. Perna, Graduate School of Education Centennial Presidential Professor of Education and Vice Provost for Faculty, University of Pennsylvania "This careful and powerfully analytic double case study of educational provision and its results in student-learning careers sheds light on an enduring problem that makes deep educational change so difficult--that labels on the packages of new provisions often do not match what's inside each box." --Frederick Erickson, G. F. Kneller Professor of Anthropology and Education Emeritus, University of California, Los Angeles Margaret A. Eisenhart is University Distinguished Professor Emerita of Educational Foundations and Research Methodology at the University of Colorado Boulder. Lois Weis is State University of New York Distinguished Professor of Sociology of Education at the University at Buffalo.

1. Lois , Weis

Between Two Worlds

First published in 1985, this book explores the 'lived culture' of urban black students in a community college located in a large northeastern city in the United States. The author immersed herself in the institution she was studying for a full academic year, exploring both the direct experiences of education, and the way these experiences were worked over and through the praxis of cultural discourse. She examines in detail the messages of the school, including the 'hidden curriculum' and faculty perspectives, as well as the way these messages are transformed at a cultural level. The resulting work provides a major contribution to a number of debates on education and cultural and economic reproduction, as well as a leap forward in our understanding of the role schooling plays in the re-creation of race and class antagonisms. This work will be of great interest to anyone working with minorities, particularly in the context of education.

Crisis in Teaching

There is a real need for a clear analysis and investigation of what the "crisis" in teaching actually is. By exploring the definition of the teaching crisis, investigating the evidence for its existence and reforms proposed to "solve" it, and studying the possible effects of proposed reforms, the authors of Crisis in Teaching address this need. Their work constitutes one of the first sustained and critical analyses of teachers and teaching in the contemporary situation. The authors, among the nation's leading critical thinkers in the field of education, reflect a variety of perspectives as they attempt to unravel the current rhetoric of crisis and question solutions that are, in effect, too often simplistic and superficial in their analyses and proposals.

Critical Perspectives on Early Childhood Education

This book explores key policy issues related to early childhood education. Through the contributions of various professionals in the field, the editors provide a vision, practical and possible, of early childhood education in the 1990s. Part I delves into the complex world, both personal and professional, of the classroom teacher. The essays in Part II look at issues of the school community, including the roles of class, race, gender, and exceptionality. Finally, Part III examines the relationship between schools and the community-at-large, and how complex issues find their way into social and economic policies that often stifle, rather than support, the democratic vision of American schools. Taken as a whole, the volume presents a stimulating discussion of the current state of early childhood education policy and practice.

Textbooks in American Society

In recent years, textbooks have been widely criticized for low standards, lack of imaginativeness, and insensitivity to racial and gender issues. Increasingly, they are cited as another "weak link" in American public education. This book goes beyond the headlines to examine how textbooks are produced, how they are selected, and what pressures are placed on textbook authors and publishers. The book focuses on the relationship of the textbook to the educational system and includes important issues such as the politics of textbook policy, the determinants of textbook content, the role of textbooks in educational reform, and the process of selection at the state level. The authors offer current research on textbook policy including perspectives from those directly involved with textbooks-from several thoughtful analyses by textbook editors and publishers to the views of California's Superintendent of Public Instruction.

Dropouts from Schools

The authors examine the major groups within the dropout population, the myriad of factors within schools that lead to dropping out, and the larger social and economic context within which dropping out occurs. The resulting synthesis of knowledge and perspectives provided here will enhance our understanding of an important topic that has, to this time, been given too little attention.