LEADER 04906nam 2200649 450 001 9910797470303321 005 20230721042520.0 010 $a1-4522-9753-3 035 $a(CKB)3710000000456734 035 $a(EBL)1651160 035 $a(OCoLC)922907694 035 $a(SSID)ssj0001530410 035 $a(PQKBManifestationID)12572631 035 $a(PQKBTitleCode)TC0001530410 035 $a(PQKBWorkID)11529980 035 $a(PQKB)10506734 035 $a(MiAaPQ)EBC1994117 035 $a(EXLCZ)993710000000456734 100 $a20150817h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreating small schools $ea handbook for raising equity and achievement /$fDan French, Mary Atkinson, Leah Rugen 210 1$aThousand Oaks, California :$cCenter for Collaborative Education :$cCorwin Press,$d2007. 210 4$d©2007 215 $a1 online resource (248 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-4177-6 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Part I - Creating Small Schools""; ""Chapter 1 - Key Components of Successful Small Schools""; ""Why Small Schools?""; ""Origins of the Small Schools Movement""; ""Four Conditions for Successful Small Schools""; ""Lessons from Experience""; ""Getting Started: Small Schools Design and Implementation""; ""Tool 1.1 Focus Group""; ""Tool 1.2 School Visitation Protocol""; ""Tool 1.3 Text-Based Discussion""; ""Chapter 2 - Launching Small Schools in a Community"" 327 $a""Negotiating Autonomy: The Role of Teachers Unions and School Districts""""Organizing Community Support for Small Schools""; ""Principles for Community Organizing""; ""Pilot School Replication in Fitchburg, MA""; ""Tool 2.1 Excerpt from the Boston Pilot Schools Collective Bargaining Agreement""; ""Tool 2.2 Sample Work-Election Agreement""; ""Chapter 3 - Converting Large Schools to Small""; ""Differences between Small Schools and Small Learning Communities""; ""A Case Study of a Large School Conversion""; ""Sample Conversion Designs"" 327 $a""Cherry Lane High Case Study: Restructuring a Large, Comprehensive High School""""Tool 3.1 Options for Conversion""; ""Tool 3.2 Strategizing about Barriers to Conversions""; ""Tool 3.3 Common Conversion Design Issues""; ""Resource 3.1 Common Conversion Questions""; ""Chapter 4 - Building Partnerships to Sustain Small Schools""; ""Why Engaging Families and Community is Important""; ""A Framework for Family Engagement""; ""Sample Practices for Family and Community Involvement""; ""Getting Started: Developing Plans for Family Engagement"" 327 $a""Tools and Resources for Building Partnerships: Creating Schools as Centers for Learning""""Tool 4.1 Community Walk""; ""Tool 4.2 Student-Led Conferences""; ""Tool 4.3 Parent-Teacher Conferences""; ""Resource 4.1 Framework of Focus Areas for Involvement and Sample Practices""; ""Part II - Learning and Achievement in Each Small School""; ""Chapter 5 - Teaching, Learning, and Assessment for High Achievement for all Learners""; ""Rethinking Curriculum, Instruction, and Assessment"" 327 $a""A Framework for Curriculum, Instruction, and Assessment: What Do We want all Students to Know and be Able to Do?""""Habits of Mind: Defining an Overarching Vision for Teaching and Learning""; ""Less is More: An Approach to Curriculum Design""; ""Student-as-Worker, Teacher-as-Coach: An Approach to Instruction""; ""Assessment by Exhibition: An Approach to Assessment""; ""Creating Curriculum Through Backwards Design""; ""Creating a Coherent Schoolwide Curriculum""; ""The Centrality of Literacy""; ""Tool 5.1 Guidelines for Developing Inquiry-Based Curriculum Units""; ""Planning Guide Template"" 327 $a""Chapter 6 - Restructuring the School for Personalization"" 330 $aOffers school leaders lessons, case studies, practical tools, advice, vignettes, and step-by-step instructions for developing new schools or converting existing ones, plus guidance for forging partnerships with the community. 606 $aSmall schools$zUnited States$vHandbooks, manuals, etc 606 $aSchool size$zUnited States$vHandbooks, manuals, etc 606 $aEducation, Secondary$zUnited States$vHandbooks, manuals, etc 615 0$aSmall schools 615 0$aSchool size 615 0$aEducation, Secondary 676 $a371.01 700 $aFrench$b Dan$01530252 702 $aAtkinson$b Mary$f1951- 702 $aRugen$b Leah 702 $aHahn$b Monique 702 $aStorey$b Rose 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797470303321 996 $aCreating small schools$93819878 997 $aUNINA LEADER 05317nam 22008535 450 001 9910791310003321 005 20240207123901.0 010 $a1-137-34701-5 024 7 $a10.1057/9781137347015 035 $a(CKB)2550000001239139 035 $a(EBL)1645553 035 $a(SSID)ssj0001412056 035 $a(PQKBManifestationID)11916471 035 $a(PQKBTitleCode)TC0001412056 035 $a(PQKBWorkID)11405641 035 $a(PQKB)10978203 035 $a(MiAaPQ)EBC1645553 035 $a(DE-He213)978-1-137-34701-5 035 $a(EXLCZ)992550000001239139 100 $a20151120d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInequality, Poverty, Education$b[electronic resource] $eA Political Economy of School Exclusion /$fby F. Ashurst 205 $a1st ed. 2014. 210 1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2014. 215 $a1 online resource (206 p.) 300 $aDescription based upon print version of record. 311 $a1-349-46721-9 311 $a1-137-34700-7 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Acknowledgements; 1 Introduction: Elements for a Political Economy of Exclusion; The problem of exclusion; Genealogy and governmentality: elements for a counter-history of exclusion; Reform and the political economy of exclusion; 2 Pauperism, Delinquency and Learning to Labour; Threats and victims; Threats; Victims; The case of Frances Colpit: 1819-1829; Conclusion; 3 Labour, Poverty and the Export of Destitute Children As ''Waste''; The traffic in children; The Children''s Friend Society 1830-1840: from charity to trade; The Hackney kidnappers: parish, parents and children 327 $aThe children speakLegitimating the ''traffic'' in children; Conclusion: legalising exclusion and the governmentalisation of pauperism; 4 Security, Population and the New Management of the Poor; Blaming the poor; Malthusian realism, Miles and moral entrepreneurship; The ''moral entrepreneur'' and the formation of policy; 5 Disciplining and Punishment: The New Exclusionary Regime Emerges; The new prisons: Parkhurst, The Penitentiary Model and a clash of values; Parkhurst: the reality of the new regime; 6 Ragged Schools, Child-Centred Education and the Struggle for Egalitarian Politics 327 $aIncluding the poor: Carpenter, Unitarianism and alternative schoolsThe project of reform through education; Concluding remarks: punishing, normalising and biopolitics; 7 Mettray: Normalisation or Rescue?; Demetz'' Mettray: healing, holding, guiding, teaching; Foucault''s Mettray: normalisation through the Carceral; 8 The Institutionalisation of Exclusion within Education; Reconceptualising the pauper child; Education as ''Remedy'' for the ''Disease of Pauperism''; Prevention and correction: industrial and reformatory schools; Conclusion 327 $a9 ''No More Excuses'': Neoliberalism and the New ExclusionMisspent youth and the new criminalisation; Context: the present; No More Excuses; Conclusion; References; Index 330 $aThis book challenges the practice of exclusion by uncovering its roots in 19th century social and educational policy targeting poor children. Revealing a hidden history of exclusion, this analysis exposes the connections between the state, the education system and social policy, and opens a space for radical alternatives. 606 $aEducational sociology  606 $aEducation and sociology 606 $aEducational sociology 606 $aEducational policy 606 $aEducation and state 606 $aSocial groups 606 $aFamily 606 $aSocial structure 606 $aEquality 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 606 $aEducation Policy$3https://scigraph.springernature.com/ontologies/product-market-codes/X33030 606 $aSociology of Family, Youth and Aging$3https://scigraph.springernature.com/ontologies/product-market-codes/X22080 606 $aSocial Structure, Social Inequality$3https://scigraph.springernature.com/ontologies/product-market-codes/X22010 615 0$aEducational sociology . 615 0$aEducation and sociology. 615 0$aEducational sociology. 615 0$aEducational policy. 615 0$aEducation and state. 615 0$aSocial groups. 615 0$aFamily. 615 0$aSocial structure. 615 0$aEquality. 615 14$aSociology of Education. 615 24$aSociology of Education. 615 24$aEducational Policy and Politics. 615 24$aEducation Policy. 615 24$aSociology of Family, Youth and Aging. 615 24$aSocial Structure, Social Inequality. 676 $a371.543 700 $aAshurst$b F$4aut$4http://id.loc.gov/vocabulary/relators/aut$01488037 906 $aBOOK 912 $a9910791310003321 996 $aInequality, Poverty, Education$93708223 997 $aUNINA