Defining the Good School

Zusatztext "Educational adequacy" is the way that many of our U.S. state constitutions define the government's obligation to public education. Legal decisions over federal or state financial obligations to public schools use this term repeatedly. But educational adequacy has remained a murky! legalistic! and empty term. The authors of Defining the Good School show us that our responsibility for creating the conditions for a "good public school" for every child is the singular task for achieving educational adequacy. Spelling out both the purposes of! and barriers to the good public school! the authors create a compelling vision for comprehensive public education in the 21st century founded on the powerful construct of critical habits of mind. I recommend this book to school leaders and policy-makers at all levels of governance. Informationen zum Autor Jeff Swensson served in traditional public education as a teacher, assistant principal, principal, assistant superintendent, and superintendent across the Midwest for the past 45 years. He graduated from Amherst College, received his MAT from Northwestern University, and earned his PhD from Indiana University.Michael Shaffer served in schools in Kentucky, Pennsylvania, Indiana, and Iowa as an assistant principal, principal, and assistant superintendent. He graduated from Morehead State University with a BA and MA in elementary education and earned his Education Specialist and Education Doctorate in Educational Leadership from Ball State University. Klappentext Mired in an archaic purpose, American schools are inhibited by policies tethered to high minimum quality, the nation's definition of educational adequacy. This book deconstructs the barriers that obstruct the future: contemporary public education. This search uncovers the necessities for transforming educational adequacy for all US students. Zusammenfassung Mired in an archaic purpose, American schools are inhibited by policies tethered to high minimum quality, the nation's definition of educational adequacy. This book deconstructs the barriers that obstruct the future: contemporary public education. This search uncovers the necessities for transforming educational adequacy for all US students. Inhaltsverzeichnis 109027221 ...

Educational adequacy is the way that many of our U.S. state constitutions define the government's obligation to public education. Legal decisions over federal or state financial obligations to public schools use this term repeatedly. But educational adequacy has remained a murky, legalistic, and empty term. The authors of Defining the Good School show us that our responsibility for creating the conditions for a good public school for every child is the singular task for achieving educational adequacy. Spelling out both the purposes of, and barriers to the good public school, the authors create a compelling vision for comprehensive public education in the 21st century founded on the powerful construct of critical habits of mind. I recommend this book to school leaders and policy-makers at all levels of governance.

Autorentext

Jeff Swensson served in traditional public education as a teacher, assistant principal, principal, assistant superintendent, and superintendent across the Midwest for the past 45 years. He graduated from Amherst College, received his MAT from Northwestern University, and earned his PhD from Indiana University. Michael Shaffer served in schools in Kentucky, Pennsylvania, Indiana, and Iowa as an assistant principal, principal, and assistant superintendent. He graduated from Morehead State University with a BA and MA in elementary education and earned his Education Specialist and Education Doctorate in Educational Leadership from Ball State University.

Klappentext

Mired in an archaic purpose, American schools are inhibited by policies tethered to high minimum quality, the nation's definition of educational adequacy. This book deconstructs the barriers that obstruct the future: contemporary public education. This search uncovers the necessities for transforming educational adequacy for all US students.

Inhalt

Table of Contents Preface Introduction CHAPTER 1. What's the Purpose of Public Education? The Contemporary Purpose of Education At A Loss to Glimpse the Future The More US Education Changes, the More It Stays the Same A Selfie Puts Education's Purpose and Educational Adequacy to the Test A Selfie Reveals... State Authority for Public Education A Diverse Student Population High School Graduation Funding for US Education Parents and Caregivers The Impact of Standardized Testing Contemporary Purpose and Standardized Testing What Do We Have Here? Implications from the Selfie A Picture That Demands at Least a Thousand Words A Future for US Public Education Beginning to Search with the End in Mind CHAPTER 2. True North: The Moral Obligation of Public Education True North and Socialization Socialization and Moral Obligation in Public Education Moral Obligation: One Point of View Moral Obligation: Another Point of View The Troubled History of Moral Obligation The Impact of US History Moral Obligation and the Absence of Critical Habits of Mind The Capacity for Moral Obligation in Public Education Leading-Out Principled Reasoning Fostering Autonomy and Relatedness Interpretations of Moral Obligation Two Imperatives of the Moral Obligation of Public Education Responses to these Imperatives Students and Self-Mastery and Principled Reasoning Choices and the Future of Moral Obligation Moral Obligation and Choices About Student Capacity Moral Obligation and Choices About Agency in Public Education Standing in the Way of Moral Obligation Precepts of the Moral Obligation of US Public Education CHAPTER 3. The Eye of the Beholder: An Unavoidable Barrier This Search and Its Barriers The Perspectives and Publics of Contemporary US Public Education History and the Eye of the Beholder Major Perspectives About US Public Education Free Market Schooling Choice + Mechanisms = Competition in the Free Market In the Free Market Only the Individual Knows Best To Create the Marketplace Only the Self-Anointed Know Best Traditional Public Schools Two Publics in US Public Education The Public And the public Barriers Arise Where None Should Exist Why Do These Barriers Endure? Taking this Search Beyond the Eye of the Beholder CHAPTER 4. A Barrier Within: The Tyranny of Either/Or The Synergy of Struggle Characteristics of the Tyranny of Either/Or Adult-Centric Advantage Ideology Is Destiny Reform Is Ideology Education Is Singularity The TEO Barrier: School-Attached or School-Detached The Bricks in this Barrier Dismantling the Tyranny of Either/Or CHAPTER 5. Confronting the Barrier of Conventional Wisdom The Authority of Conventional Wisdom The Baleful State of Educational Adequacy Educational Adequacy as a Social Construction Educational Adequacy as Minimum Quality A Challenge to Educational Adequacy? See You in Court! Deficiencies and Disparities How Educational Adequacy Becomes Conventional Wisdom The Paradox of Educational Adequacy Educational Adequacy: A Dead End Can Conventional Wisdom Be More than Minimums? Reconsidering Educational Adequacy Conventional Wisdom and Linearity Mediational Influence CHAPTER 6. The Measurement Barrier in US Public Education I-P-O and Measurement: Standardized Testing Measurement and its Misnomers Measurement Misnamed: Accountability Measurement Misnamed: Efficiency Naming Rights: The Convenience of Efficiency Measurement Misnamed: Cost Abatement The Fog of Certainty Testing Bait and Switch Just More Numbers in the Wall Students Lost in the Fog Measurement and the Illusion Called Gap-Gazing The Weakness of the Bricks in this Barrier The Case for Effective Evaluation Examples of Effective Evaluation Teaching to Cognitive Expectations The End of Measurement Inadequacy CHAPTER 7. Power and Public Education The Presence of Power in Education The Rationale for the…