Examines how schools function as agents and transmitters of moral life in communities. It’s time to face an inevitable conclusion: School reform does not reform schools. That’s because reform movements conceive of schools as being about transmitting knowledge. Yet, schools are not primarily about knowledge. They are about the construction of meaning and morality in the lives of students and communities. In this book, the authors argue that to break this recycling of reform efforts, we must understand how schools construct moral life. The focus is on two elementary schools: Rougemont, an historically African American school that was closed during school desegregation in the 1970s, and Cedar Grove, an historically white school to which the former Rougemont students were sent. Described are the histories of these schools, the communities in which they are located, and some of the people who influenced and were influenced by the schools. From those contexts the authors then make explicit the “virtues” that these communities and schools constructed and valued, and describe how those virtues came to influence lives. The oral histories of the two schools and their communities provide the basis of a novel critique of the value conflict that has characterized educational reform in this country. The social construction of virtue offers an alternative perspective on the moral purpose of schooling in America.

The Social Construction of Virtue: The Moral Life of Schools

Education & Teaching

Noblit, George W.

Dempsey, Van O.

Schools & Teaching

State University of New York Press

Examines how schools function as agents and transmitters of moral life in communities. It’s time to face an inevitable conclusion: School reform does not reform schools. That’s because reform movements conceive of schools as being about transmitting knowledge. Yet, schools are not primarily about knowledge. They are about the construction of meaning and morality in the lives of students and communities. In this book, the authors argue that to break this recycling of reform efforts, we must understand how schools construct moral life. The focus is on two elementary schools: Rougemont, an historically African American school that was closed during school desegregation in the 1970s, and Cedar Grove, an historically white school to which the former Rougemont students were sent. Described are the histories of these schools, the communities in which they are located, and some of the people who influenced and were influenced by the schools. From those contexts the authors then make explicit the “virtues” that these communities and schools constructed and valued, and describe how those virtues came to influence lives. The oral histories of the two schools and their communities provide the basis of a novel critique of the value conflict that has characterized educational reform in this country. The social construction of virtue offers an alternative perspective on the moral purpose of schooling in America.

The Social Construction of Virtue: The Moral Life of Schools (Development of Western Resources (Paperback))

Meta-Ethnography: Synthesizing Qualitative Studies (Qualitative Research Methods)

This provocative volume deals with one of the chief criticisms of ethnographic studies, a criticism which centres on their particularism or their insistence on context -- the question is asked: How can these studies be generalized beyond the individual case? Noblit and Hare propose a method -- meta-ethnography -- for synthesizing from qualitative, interpretive studies. They show that ethnographies themselves are interpretive acts, and demonstrate that by translating metaphors and key concepts between ethnographic studies, it is possible to develop a broader interpretive synthesis. Using examples from numerous studies, the authors illuminate how meta-ethnography works, isolate several types of meta-ethnographic study and provide a theoretica

Politics & Social Sciences

Hare, R . Dwight

Social Sciences

Sage Publications, Inc.

This provocative volume deals with one of the chief criticisms of ethnographic studies, a criticism which centres on their particularism or their insistence on context -- the question is asked: How can these studies be generalized beyond the individual case? Noblit and Hare propose a method -- meta-ethnography -- for synthesizing from qualitative, interpretive studies. They show that ethnographies themselves are interpretive acts, and demonstrate that by translating metaphors and key concepts between ethnographic studies, it is possible to develop a broader interpretive synthesis. Using examples from numerous studies, the authors illuminate how meta-ethnography works, isolate several types of meta-ethnographic study and provide a theoretica

Creating and Sustaining Arts-Based School Reform

Taking a close look at the issue of the arts and school reform, this book explores in detail how the incorporation of the arts into the identity of a school can be key to its resilience. Based on the A+ School Program, an arts-based school reform effort, it is much more than a report of a single case - this landmark study is a comprehensive, longitudinal analysis of arts in education initiatives that discusses the political, fiscal, and curricular implications inherent in taking the arts seriously.   Offering a model for implementation as well as evaluation that can be widely adapted in other schools and school districts, this book will inspire arts educators to move from advocating more arts to advocating the arts as a way to reform schools. Administrators and policy makers will see how curriculum integration can be used to revitalize and energize schools and serve as a springboard to wider reform initiatives. Researchers and students across the fields of arts education, school reform, organizational change, and foundations of education will be informed and enlightened by this real-world scenario of large-scale school reform.

Creating and Sustaining Arts-Based School Reform: The A+ Schools Program

Wilson, Bruce L.

Corbett, H. Dickson

McKinney, Monica B.

Routledge

Ethnography is much more than a collection of research techniques. The paradigm wars in educational research have pushed qualitative methods to become increasingly focused on technique and theory. The essays in this volume speak against these trends by examining ethnography as a way of understanding particularities. Examining the ethnographic enterprise itself, Particularities demonstrates the power of ethnography through discrete studies of education and race.

Particularities: Collected Essays on Ethnography and Education (Counterpoints)

Peter Lang Inc., International Academic Publishers

This volume is a series of studies of schooling in its social context. The intent is to reframe the policy debate of the 1980s by examining schooling from this viewpoint. The first section focuses on becoming and being a teacher. The second section focuses on the school and the district, and the implementation of change. The third part attempts to establish how effectiveness is defined and operationalized in practice. The final section concerns the transition to adulthood and explores the ways young workers learn on the job.

Schooling in Social Context: Qualitative Studies

Pink, William T.

Sociology

Praeger

Social and Dialogic Thinking and Learning in Special Education (Routledge Research in Special Educational Needs)

"Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs. Dismantling ideas around ableism/disableism, Social and Dialogic Thinking and Learning offers a uniquely theoretical and conceptual contribution to special education and capability research. Illustrating how students exhibit varied practical, social, and creative abilities, possess agency and perform identity, chapters present a challenge to the restrictive ways in which disability is constructed through prescriptive forms of teacher-student interaction and instruction. The text ultimately offers a powerful re-imagining of how educators and researchers can perceive, observe, and respond to students beyond current institutional and cultural norms. This text will benefit researchers, academics, and educators with an interest in inclusion and special educational needs, disability studies, and the theories of learning more broadly. Those specifically interested in educational psychology and the study of severe, profound, and multiple learning difficulties will also benefit from this book. Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Charna DArdenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Nitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USA George W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA"--

Erickson, Karen A.

D’Ardenne, Charna

Clark, Nitasha M.

Koppenhaver, David A.

See the best price to sell, buy, or rent books by Noblit, George W.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Noblit, George W.

See the best price to sell, buy, or rent books by Noblit, George W.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

The Social Construction of Virtue: The Moral Life of Schools

The Social Construction of Virtue: The Moral Life of Schools (Development of Western Resources (Paperback))

Meta-Ethnography: Synthesizing Qualitative Studies (Qualitative Research Methods)

Meta-Ethnography: Synthesizing Qualitative Studies (Qualitative Research Methods)

Creating and Sustaining Arts-Based School Reform: The A+ Schools Program

Particularities: Collected Essays on Ethnography and Education (Counterpoints)

Schooling in Social Context: Qualitative Studies

Social and Dialogic Thinking and Learning in Special Education (Routledge Research in Special Educational Needs)

Creating and Sustaining Arts-Based School Reform: The A+ Schools Program