Detroit School Reform in Comparative Contexts : Community Action Overcoming Policy Barriers

Feven Girmay

ISBN 10: 3030190102 / ISBN 13: 9783030190101

Published by Springer International Publishing, 2019

About this Item

Druck auf Anfrage Neuware - Printed after ordering - This book critically examines how the narrative of global economic competition was used to rationalize college preparatory curriculum for all high school students and promote charter schools in Detroit. Using mixed qualitative and quantitative methods, the study identifies neighborhood risk factors undermining students' academic success, along with the positive effects of churches and service centers as mitigating forces. The authors focus on a range of topics and issues including market competition, urban decline, community resources, testing and accountability, smaller schools, and engaged learning. The volume illustrates how action studies by engaged scholars working with community activists empowers students to overcome emerging barriers.

Seller Inventory # 9783030190101

Bibliographic Details

• Title: Detroit School Reform in Comparative Contexts : Community Action Overcoming Policy Barriers
• Publisher: Springer International Publishing
• Publication Date: 2019
• Language: English
• ISBN 10: 3030190102
• ISBN 13: 9783030190101
• Binding: Buch
• Condition: Neu
• Dimensions: 216W x 153H x 23D millimeters 216 millimeters width by 153 millimeters height by 23 millimeters depth
• Weight: 553 grams

About this title

Synopsis

This book critically examines how the narrative of global economic competition was used to rationalize college preparatory curriculum for all high school students and promote charter schools in Detroit. Using mixed qualitative and quantitative methods, the study identifies neighborhood risk factors undermining students’ academic success, along with the positive effects of churches and service centers as mitigating forces. The authors focus on a range of topics and issues including market competition, urban decline, community resources, testing and accountability, smaller schools, and engaged learning. The volume illustrates how action studies by engaged scholars working with community activists empowers students to overcome emerging barriers. 

About the Author

Edward P. St. John, EdD, is Professor Emeritus at the University of Michigan’s School of Education, USA.

Feven Girmay, PhD, is a recent graduate from the University of Michigan and the Undergraduate Studies and African Language Program Administrator at Harvard University, USA.