Patrick James Mcquillan (19 results)

Paperback. Condition: Fair. This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence--exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media--and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably.…

Condition: good. A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.…

Paperback. Condition: Fair. This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence--exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media--and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably.…

Condition: very_good. Gently read. May have name of previous ownership, or ex-library edition. Binding tight; spine straight and smooth, with no creasing; covers clean and crisp. Minimal signs of handling or shelving. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships USPS Media Mail.…

Paperback. Condition: New. Focusing on issues of equity and opportunity in one urban high school, the book reveals how prominent American cultural values-in particular, students', teachers', and administrators' conceptions of educational opportunity-undermined the education that students received.This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence-exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media-and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably.…

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New.

Condition: As New. Unread book in perfect condition.

Condition: New. 326 pp., hardcover, new in a fine dust jacket. - If you are reading this, this item is actually (physically) in our stock and ready for shipment once ordered. We are not bookjackers. Buyer is responsible for any additional duties, taxes, or fees required by recipient's country.

Condition: As New. Unread book in perfect condition.

Condition: New.

Hardcover. Condition: As New. Like New. Dust jacket, black cloth boards and book's interior in fine condition. All orders packed with care, most dust jackets protected by Brodart sleeve, independent bookseller since 2011.

Paperback. Condition: New. Focusing on issues of equity and opportunity in one urban high school, the book reveals how prominent American cultural values-in particular, students', teachers', and administrators' conceptions of educational opportunity-undermined the education that students received.This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence-exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media-and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably.…

Condition: New. Print on Demand pp. 243.

Condition: New. Print on Demand pp. 243 Index.

Condition: New. PRINT ON DEMAND pp. 243 Acknowledgements.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. KlappentextFocusing on issues of equity and opportunity in one urban high school, the book reveals how prominent American cultural values--in particular, students , teachers , and administrators conceptions of educational opportunity--u.…

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Focusing on issues of equity and opportunity in one urban high school, the book reveals how prominent American cultural values-in particular, students', teachers', and administrators' conceptions of educational opportunity-undermined the education that students received.This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence-exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media-and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably.…