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Who Stole Public Schools from the Public?: Voices from the Mount Vernon...

by Edwards, Claudia L. | PB | VeryGood
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US $14.72
ApproximatelyRM 62.08
Condition:
Very Good
“Former library book; May have limited writing in cover pages. Pages are unmarked. ~ ”... Read moreabout condition
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eBay item number:146609376288

Item specifics

Condition
Very Good
A book that has been read but is in excellent condition. No obvious damage to the cover, with the dust jacket included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear. See all condition definitionsopens in a new window or tab
Seller Notes
“Former library book; May have limited writing in cover pages. Pages are unmarked. ~ ...
Binding
Paperback
Book Title
Who Stole Public Schools from the Public?
Weight
0 lbs
Product Group
Book
IsTextBook
No
ISBN
9780761855255

About this product

Product Identifiers

Publisher
University Press of America, Incorporated
ISBN-10
0761855254
ISBN-13
9780761855255
eBay Product ID (ePID)
109069217

Product Key Features

Number of Pages
242 Pages
Language
English
Publication Name
Who Stole Public Schools from the Public? : Voices from the Mount Vernon School District
Subject
Educational Policy & Reform / General, Organizations & Institutions, Teaching Methods & Materials / General
Publication Year
2011
Type
Textbook
Subject Area
Education
Author
Claudia L. Edwards
Format
Trade Paperback

Dimensions

Item Height
0.5 in
Item Weight
11.7 Oz
Item Length
9 in
Item Width
6 in

Additional Product Features

Intended Audience
Trade
LCCN
2011-925330
Reviews
Edwards (College of New Rochelle) offers a useful examination of the current lack of faith in public schools. Her study of Mt. Vernon, NY, public schools should broaden readers' understanding of the history of US public schooling, the reasons for its decline, and the efforts needed to reestablish its value. Tracing black America's struggle to achieve educational equality and recounting current achievements, she suggests it is now necessary to replace the emphasis on access and equality with an emphasis on realizing ownership of and responsibility for public schooling. This requires increased civic interest and skilled capacity. In addition to white flight, generations of middle-class blacks moved away from public schools. Those who stayed had limited skills to address their schools' needs in spite of the black community's increasing political control. Edwards uses interviews and focus groups to gather her data. She found that most respondents believed in the institution of public schooling, but only 18 percent understood that schools were publicly owned, and because the board lacked an understanding of the role of educational administrators, the board's micro-management caused administrators to become marginalized. Summing Up: Recommended., Edwards has managed to combine several remarkable qualities: the objectivity and discipline of an academic professional, the experience and wisdom of a long-time member of the Westchester community, and a confident grasp of all of the dynamics shaping public schools in Mt. Vernon and beyond…., Edwards' compelling description of the mistakes that were made by public officials in Mount Vernon can serve as a useful lesson to those who seek to avoid repeating them., "Edwards (College of New Rochelle) offers a useful examination of the current lack of faith in public schools. Her study of Mt. Vernon, NY, public schools should broaden readers' understanding of the history of US public schooling, the reasons for its decline, and the efforts needed to reestablish its value. Tracing black America's struggle to achieve educational equality and recounting current achievements, she suggests it is now necessary to replace the emphasis on access and equality with an emphasis on realizing ownership of and responsibility for public schooling. This requires increased civic interest and skilled capacity. In addition to white flight, generations of middle-class blacks moved away from public schools. Those who stayed had limited skills to address their schools' needs in spite of the black community's increasing political control. Edwards uses interviews and focus groups to gather her data. She found that most respondents believed in the institution of public schooling, but only 18 percent understood that schools were publicly owned, and because the board lacked an understanding of the role of educational administrators, the board's micro-management caused administrators to become marginalized. Summing Up: Recommended." -- Choice Reviews "Thoughtful and heartfelt." --Jeffrey R. Henig, professor of political science and education, Teachers College, Columbia University, author of "Spin Cycle: How Research is Used in Policy Debates, The Case of Charter Schools" "A frank appraisal of one of America's most serious problems.... But it is also a hopeful report of reform strategies that can tap into the educational resources of the entire community to complement and support the efforts of beleaguered schools." --David Mathews, president, Charles F. Kettering Foundation "Edwards' compelling description of the mistakes that were made by public officials in Mount Vernon can serve as a useful lesson to those who seek to avoid repeating them." --Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information Studies "Edwards has managed to combine several remarkable qualities: the objectivity and discipline of an academic professional, the experience and wisdom of a long-time member of the Westchester community, and a confident grasp of all of the dynamics shaping public schools in Mt. Vernon and beyond...." --Michael Gecan, co-director, Industrial Area Foundation "The book's a must-read to understand the dynamics of race, politics, quality, and meaningful ownership of our ailing but promising public schools!" --Bruce S. Cooper, PhD, emeritus professor and vice chair, Division of Administration, Policy and Urban Education, Fordham University "In this important and fascinating study, Dr. Edwards has taken on the problem no one wants to talk about, and done it with sensitivity and courage...." --Anne T. Henderson, author of the best-selling book, "Beyond the Bake Sale", a founder of the National Association for Family, School and Community Engagement and senior consultant, community organizing and engagement, Annenberg Institute for School Reform, The book's a must-read to understand the dynamics of race, politics, quality, and meaningful ownership of our ailing but promising public schools!, A frank appraisal of one of America's most serious problems…. But it is also a hopeful report of reform strategies that can tap into the educational resources of the entire community to complement and support the efforts of beleaguered schools., A frank appraisal of one of America's most serious problems . But it is also a hopeful report of reform strategies that can tap into the educational resources of the entire community to complement and support the efforts of beleaguered schools., In this important and fascinating study, Dr. Edwards has taken on the problem no one wants to talk about, and done it with sensitivity and courage...., Edwards has managed to combine several remarkable qualities: the objectivity and discipline of an academic professional, the experience and wisdom of a long-time member of the Westchester community, and a confident grasp of all of the dynamics shaping public schools in Mt. Vernon and beyond ., Edwards has managed to combine several remarkable qualities: the objectivity and discipline of an academic professional, the experience and wisdom of a long-time member of the Westchester community, and a confident grasp of all of the dynamics shaping public schools in Mt. Vernon and beyond...., A frank appraisal of one of America's most serious problems.... But it is also a hopeful report of reform strategies that can tap into the educational resources of the entire community to complement and support the efforts of beleaguered schools.
Dewey Edition
23
Illustrated
Yes
Dewey Decimal
379.73
Table Of Content
Part 1 Part I: Public Engagement with Education in America Chapter 2 Chapter 1: Themes of Public Engagement in Historical Perspective Chapter 3 Chapter 2: The Elusiveness of Education Reform Part 4 Part II: Mount Vernon, New York: Then and Now Chapter 5 Chapter 3: The Evolution of a Black-led City Chapter 6 Chapter 4: The Mount Vernon School District in 2007 Part 7 Part III: Voices from the Mount Vernon School District Chapter 8 Chapter 5: Respondents and Stakeholders Chapter 9 Chapter 6: The Public's Commitment to Public Education Chapter 10 Chapter 7: A Shared Vision for Public Schools Chapter 11 Chapter 8: Public Dissatisfaction with the District's Performance on Student Achievement Chapter 12 Chapter 9: Major Problems Facing the District Chapter 13 Chapter 10: No Trust in the Process for Decision Making Chapter 14 Chapter 11: A Public Disconnected and Disenfranchised Chapter 15 Chapter 12: Who Owns Public Schools? Chapter 16 Chapter 13: Building Public Support for Public Schools Part 17 Part IV: Voices from Focus Groups Chapter 18 Chapter 14: The Community Focus Groups Chapter 19 Chapter 15: The Youth Focus Group Chapter 20 Chapter 16: The Teacher Focus Group Part 21 Part V: From Disenfranchisement to Ownership Chapter 22 Chapter 17: Findings from the Mount Vernon School District Chapter 23 Chapter 18: Causes for Disenfranchisement Chapter 24 Chapter 19: The Role of Black Churches Chapter 25 Chapter 20: A New Beginning for Building Public Support for Public Schools Chapter 26 Epilogue: The Unresolved Issue of Ownership
Synopsis
The institution of public education was born from the belief that in order to sustain a true democratic society it was essential to have an educated and informed public with the capacity to rule through self-governance. Unfortunately, self-governance is no longer taking place in Mount Vernon, New York, at least when it comes to the governance of the people's public schools. Who Stole Public Schools from the Public? examines the Mount Vernon public and its relationship with its public school district. It explores behind-the-scenes politics in an urban community and possible reasons residents are not involved in local school politics., This book examines the self-governance of the Mount Vernon, New York, public and the failing relationship with the public school district to determine strategies for reform. It explores the behind-the-scenes politics in an urban community and possible reasons residents are not involved local school politics.
LC Classification Number
LC215.E39 2011

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