Nuance in "No Excuses": Unexpected Progressive Pedagogy and Policy

Autor/in	Harrison, Monique H.
Titel	Nuance in "No Excuses": Unexpected Progressive Pedagogy and Policy
Quelle	In: Education and Urban Society, 55 (2023) 3, S.342-370 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harrison, Monique H.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245221076096
Schlagwörter	Charter Schools; Educational Change; Urban Education; Educational Policy; Academic Achievement; Achievement Gap; Racial Differences; Discipline Policy; School Culture; School Holding Power; Teacher Persistence; Mathematics Achievement; Best Practices; Classroom Techniques; New York (New York) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bildungsreform; Stadtteilbezogenes Lernen; Politics of education; Bildungspolitik; Schulleistung; Rassenunterschied; Disziplinarmaßnahme; Schulkultur; Schulleben; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Klassenführung
Abstract	"No Excuses" charter schools are at the center of many debates in education policy. First, what accounts for their test success, excellent learning environments or merely test preparation? Second, are strict behavior policies necessary to create efficient learning environments or are they harmful to students and their ability to navigate authority? This study uses classroom observations, student surveys, and interviews of administrators, teachers and students to understand the dynamics of pedagogy and discipline in two high-performing charter schools in New York City. Surprisingly, what makes these top "no excuses" schools successful is what distances them from the "no excuses" standard definitions. The schools displayed progressive mathematics pedagogy, reflective and abridged discipline practices, and strong school cultures that retained both students and teachers. These findings suggest that there are more nuances in the "no excuses" model than previously known and which need to be understood before continued replication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01