What can be done to improve the educational experiences of students who live in cities with increasingly high levels of diversity and inequality? Making a Difference in Urban Schools evaluates how school and community leaders have worked to change urban education in Canada for the better over the past fifty years. This analytic and comparative study traces the evolution of urban education in Toronto and Winnipeg from the 1960s onward. Jane Gaskell and Ben Levin identify important contrasts between the experiences in each city as a result of their different demographics, institutional…mehr
What can be done to improve the educational experiences of students who live in cities with increasingly high levels of diversity and inequality? Making a Difference in Urban Schools evaluates how school and community leaders have worked to change urban education in Canada for the better over the past fifty years. This analytic and comparative study traces the evolution of urban education in Toronto and Winnipeg from the 1960s onward. Jane Gaskell and Ben Levin identify important contrasts between the experiences in each city as a result of their different demographics, institutional structures, cultures, and politics. They also highlight the common issues and dilemmas faced by reformers in these two cities, across Canada, and globally – including many that persist and remain controversial to this day.
Introduction Chapter 1- Setting the stage: Poverty, diversity and urban education 1. Demographic challenge and change * Poverty * Diversity 2. The changing meaning of equity 3. The literature on urban educational systems 4. Conclusions Chapter Two – Change in the Winnipeg School Board Chapter Three - Reform at the Toronto Board of Education 5. The Toronto Board of Education 6. The 1970's: setting an agenda for reform * Some of the Toronto reform trustees 7. The 1980s: institutionalizing change 8. Conclusions Chapter Four – Ideas Matter: The Impact of Evidence and Belief 9. How do ideas matter? 10. Social movements and evidence informed policy 11. Frameworks for thinking about education and equity 12. Educational analysis in the Toronto and Winnipeg boards * Ideas as a resource for change in Toronto * Ideas as a resource for change in Winnipeg 13. Conclusions Chapter five - Politics, conflict and civic capacity * Central and local: Relationships between districts and provincial governments * Trustees and boards * Community involvement * Relations with board administrators * Conclusions Chapter 6 - Teaching and Learning in Urban Schools * Creating a welcoming classroom environment * Changing the curriculum * Rethinking literacy * Streaming and secondary school change * Testing and assessment * Relationships with teachers and their unions * Conclusions Chapter 7 - Lessons from Canadian urban school reform 14. Have things improved over the last forty years? 15. Policy proposals and their limits Ideas and research 16. Politics 17. Teaching and learning 18. What should be done? * School districts need thoughtful strategic plans * Stronger links are needed between urban districts and provincial governments * More public debate based on good data around the political controversies inherent in urban public education. * Urban schools must be good places to work and learn so as to attract and retain good people * A central and sustained focus on improved teaching and learning * Strong, consistent community engagement * Better use of research and evidence * The necessary infrastructure to support all of the above Appendix on methodology * The study Index of Names and Organizations References
Introduction Chapter 1- Setting the stage: Poverty, diversity and urban education 1. Demographic challenge and change * Poverty * Diversity 2. The changing meaning of equity 3. The literature on urban educational systems 4. Conclusions Chapter Two – Change in the Winnipeg School Board Chapter Three - Reform at the Toronto Board of Education 5. The Toronto Board of Education 6. The 1970's: setting an agenda for reform * Some of the Toronto reform trustees 7. The 1980s: institutionalizing change 8. Conclusions Chapter Four – Ideas Matter: The Impact of Evidence and Belief 9. How do ideas matter? 10. Social movements and evidence informed policy 11. Frameworks for thinking about education and equity 12. Educational analysis in the Toronto and Winnipeg boards * Ideas as a resource for change in Toronto * Ideas as a resource for change in Winnipeg 13. Conclusions Chapter five - Politics, conflict and civic capacity * Central and local: Relationships between districts and provincial governments * Trustees and boards * Community involvement * Relations with board administrators * Conclusions Chapter 6 - Teaching and Learning in Urban Schools * Creating a welcoming classroom environment * Changing the curriculum * Rethinking literacy * Streaming and secondary school change * Testing and assessment * Relationships with teachers and their unions * Conclusions Chapter 7 - Lessons from Canadian urban school reform 14. Have things improved over the last forty years? 15. Policy proposals and their limits Ideas and research 16. Politics 17. Teaching and learning 18. What should be done? * School districts need thoughtful strategic plans * Stronger links are needed between urban districts and provincial governments * More public debate based on good data around the political controversies inherent in urban public education. * Urban schools must be good places to work and learn so as to attract and retain good people * A central and sustained focus on improved teaching and learning * Strong, consistent community engagement * Better use of research and evidence * The necessary infrastructure to support all of the above Appendix on methodology * The study Index of Names and Organizations References
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