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Articles 1 - 4 of 4
Full-Text Articles in Education
A Digital Ethnography Of Teach For America: Analysis Of Counternarrative From The Truth For America Podcast, Julian Vasquez Heilig, T. Jameson Brewer, Amber K. Kim, Miguel Sanchez
A Digital Ethnography Of Teach For America: Analysis Of Counternarrative From The Truth For America Podcast, Julian Vasquez Heilig, T. Jameson Brewer, Amber K. Kim, Miguel Sanchez
Educational Policy Studies and Evaluation Faculty Publications
To analyze the counternarrative in the public discourse surrounding Teach For America (TFA), this paper represents the first digital ethnography in education policy. We conduct a qualitative analysis of Truth For America, an education policy podcast. We found four overarching themes that arose from conversations with respondents: (1) problematic practice, preparation, and pedagogy; (2) concerns linked to critiquing TFA and the organization’s responses to that critique; (3) issues related to race and diversity; and (4) disconcerting funding practices and political power. We conclude by discussing the implications of how individual-level stakeholder experiences inform the public discourse about TFA.
Has The Elite Foundation Agenda Spread Beyond The Gates? An Organizational Network Analysis Of Nonmajor Philanthropic Giving In K-12 Education, Joseph J. Ferrare, Katherine Reynolds
Has The Elite Foundation Agenda Spread Beyond The Gates? An Organizational Network Analysis Of Nonmajor Philanthropic Giving In K-12 Education, Joseph J. Ferrare, Katherine Reynolds
Educational Policy Studies and Evaluation Faculty Publications
Previous research focusing on major philanthropic foundations suggests that these actors have collectively converged around a set of jurisdictional challengers promoting market-based education reforms. Using correspondence analysis, network analysis, and geographic information science, this article empirically tests whether this convergence has permeated to less prominent foundations and their grantees, or if these foundations are pursuing alternative organizational strategies to shape K–12 outcomes. The analysis draws from a sample of 15 nonmajor foundations and their 1,069 grantees serving some aspect of K–12 education in 2010. We find that nonmajor foundations have adopted some elements of major foundations’ organizational strategies to influence …
Support School-Community Partnerships – For Students And Our Future, Geoff Masters
Support School-Community Partnerships – For Students And Our Future, Geoff Masters
Prof Geoff Masters AO
Geoff Masters discusses the importance of improving the capacity for collaboration between education and philanthropy, and the positive impact this can have on student outcomes.
Preparing 21st Century Learners: The Case For School-Community Collaborations, Michele Lonsdale, Michelle Anderson
Preparing 21st Century Learners: The Case For School-Community Collaborations, Michele Lonsdale, Michelle Anderson
Policy Analysis and Program Evaluation
Highly effective schools have high levels of parent and community engagement. ‘Community’ here includes parents, business and philanthropic organisations, and various services and not-for-profit groups. How ‘engagement’ is defined and what it looks like in practice will vary from school to school. But, as the growing body of research makes quite clear, support from those beyond the school gates is an essential part of preparing learners for the twenty-first century. Schools are expected to prepare students for a complex and rapidly changing world. In addition to teaching subject content, schools are expected to develop young people who are information and …