The Paradox of Success at a No-Excuses School

Autor/in	Golann, Joanne W.
Titel	The Paradox of Success at a No-Excuses School
Quelle	In: Sociology of Education, 88 (2015) 2, S.103-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040714567866
Schlagwörter	School Effectiveness; Educational Change; Urban Schools; Ethnography; Interviews; Charter Schools; Middle School Students; Middle School Teachers; Administrators; Student Experience; Discipline; Social Class + Suchen Sie Ihr Suchwort? Schuleffizienz; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ethnografie; Interviewing; Interviewtechnik; Charter school; Charter-Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Studienerfahrung; Disziplin; Social classes; Soziale Klasse
Abstract	No recent reform has had so profound an effect as no-excuses schools in increasing the achievement of low-income black and Hispanic students. In the past decade, no-excuses schools--whose practices include extended instructional time, data-driven instruction, ongoing professional development, and a highly structured disciplinary system--have emerged as one of the most influential urban school-reform models. Yet almost no research has been conducted on the everyday experiences of students and teachers inside these schools. Drawing from 18 months of ethnographic fieldwork inside one no-excuses school and interviews with 92 school administrators, teachers, and students, I argue that even in a school promoting social mobility, teachers still reinforce class-based skills and behaviors. Because of these schools' emphasis on order as a prerequisite to raising test scores, teachers stress behaviors that undermine success for middle-class children. As a consequence, these schools develop worker-learners--children who monitor themselves, hold back their opinions, and defer to authority--rather than lifelong learners. I discuss the implications of these findings for market-based educational reform, inequality, and research on noncognitive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01