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Titolo:
How context mediates policy: The implementation of single gender public schooling in California
Autore:
Datnow, A; Hubbard, L; Conchas, GQ;
Indirizzi:
Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada Univ TorontoToronto ON Canada io Inst Studies Educ, Toronto, ON, Canada Univ Calif San Diego, Dept Sociol, La Jolla, CA 92093 USA Univ Calif San Diego La Jolla CA USA 92093 Sociol, La Jolla, CA 92093 USA Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA Harvard Univ Cambridge MA USA 02138 rad Sch Educ, Cambridge, MA 02138 USA
Titolo Testata:
TEACHERS COLLEGE RECORD
fascicolo: 2, volume: 103, anno: 2001,
pagine: 184 - 206
SICI:
0161-4681(200104)103:2<184:HCMPTI>2.0.ZU;2-V
Fonte:
ISI
Lingua:
ENG
Soggetto:
SEX-DIFFERENCES; OUTCOMES;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
47
Recensione:
Indirizzi per estratti:
Indirizzo: Datnow, A Univ Toronto, Ontario Inst Studies Educ, 100 Coll St, Toronto, ON, Canada Univ Toronto 100 Coll St Toronto ON Canada Toronto, ON, Canada
Citazione:
A. Datnow et al., "How context mediates policy: The implementation of single gender public schooling in California", TEACH COL R, 103(2), 2001, pp. 184-206

Abstract

In this article, we present findings about the implementation of single gender public schooling in California - a movement that signifies a growing interest in school choice and private sector solutions to public education problems. we analyze qualitative data gathered in a study of 12 single gender academies (6 boys; 6 girls). As well-meaning educators responded to California's single gender academies legislation, they designed schools and usedresources to address the pressing needs of students in each community, such as low achievement, poverty, or violence, rather than to address gender bias. The impetus for single gender schooling in each context affected the organization, curriculum and pedagogy in each academy, as did educators' ideologies about gender. In the end, the politics surrounding the legislation,the resource interests of district and school administrators, and the lackof institutional support for this gender-based reform coalesced to structure the demise of most of the single gender academies. We consider the implications of these findings for the viability of single gender schooling as apublic school option.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 09/08/20 alle ore 23:29:53