Education Commons^™

Democratic Education Only For Some: Secondary Schooling In Northern Uganda, Philip Kelly, Stephen Odama

Philip P. Kelly

This article analyzes the effects of the political, social and cultural contexts of secondary education in northern Uganda. Specifically, the authors examine interactions between several factors with the schooling system, including

• post-colonial curriculum,
• centralized examination system,
• several decades of war and instability,
• poverty, and
• intra-national and inter-tribal prejudice and discrimination.

Informing the analysis is the fact that Uganda is a democracy and thus has certain democratic responsibilities to its children and students. To explore these issues, the lenses of democratic theory and critical theory are employed.

Preparing Economic Educators For A New Era: An Interdisciplinary Model Yields Teacher And Student Gains, Scott Willison, Philip Kelly

Philip P. Kelly

This study examines the effectiveness of a three-year Masters of Economics Education program developed and delivered through an interdisciplinary partnership between a Northwest University's College of Business and College of Education. The research on the Idaho Economic Fellows Institute clearly supports this format of teacher preparation and/or professional development. Specifically the research showed that the program increased fellows' economic literacy and positively affected the fellows' teaching skills and techniques. There is also strong evidence that the institute influenced the economic content being taught by fellows as well as their students' success on standardized tests. Researchers employed a mixed method approach …

Local Revenue: Making A Difference In College Readiness, Christian Busnardo, Philip Kelly

Philip P. Kelly

This research project collects demographic, fiscal, and assessment data from Idaho school districts that have a high school and that report senior ACT scores. Analysis of the data indicates statewide correlations between local economic revenue indicators (local revenue per student, household median income, and percentage of local funding per student) and Idaho high school graduating seniors’ composite ACT scores. This research project indicates: (1) A strong relationship between Idaho school districts’ local revenues and their seniors composite ACT scores; (2) A strong relationship between Idaho high schools amount of local revenue per student and minimal ACT benchmarks not met by …

Balancing On The Backs Of Children: A Contemporary Theoretical Examination Of Conflicting Claims To Educational Authority, Philip Kelly

Philip P. Kelly

No abstract provided.

Where Are The Children?: Educational Neglect Across The Fifty States, Philip Kelly

Philip P. Kelly

This paper explores the extent to which states are meeting their obligation to provide adequate educations for their minor citizens. It reveals the current mismatch between children identified in the federal census and those enrolled in any form of schooling. Currently, approximately 1.7 million children (3.5% nationwide) within compulsory education age ranges are not enrolled with any type of educational institution. Hawaii, at 17.5%, has the largest percentage of “missing children.” These “missing” children lie at the intersection of two policy implementing bodies, departments of education and departments of health and welfare. Unfortunately, most states cannot reconcile the number of …

Ethical Considerations For Teachers In The Evaluation Of Other Teachers, Kenneth Peterson, Philip Kelly, Micki Caskey

Philip P. Kelly

Three themes in educational practice and policy create a need for consideration of ethics to frame practices of teachers serving in the evaluation of colleagues. First is a reoccurring series of evaluation designs that directly involve teachers in formative and/or summative peer evaluation (e.g., NBPTS, 2002: Peterson, 2000). The second basis is a call for increased teacher professionalism, which includes some form of peer review or evaluation (Cooperm 1998; Darling-Hammond, 1989). Finally, ethical codes to guide professional behavior have been established for a variety of educational applications (NEA, 1975; Sparks, 2000).