An innovative, internationally developed system to help advance science learning and instruction for high school students This book tells the story of a $3.6 million research project funded by the National Science Foundation aimed at increasing scientific literacy and addressing global concerns of declining science engagement. Studying dozens of classrooms across the United States and Finland, this international team combines large-scale studies with intensive interviews from teachers and students to examine how to transform science education. Written for teachers, parents, policymakers, and researchers, this book offers solutions for matching science learning and instruction with newly recommended twenty-first-century standards.

Learning Science: The Value of Crafting Engagement in Science Environments

Health, Fitness & Dieting

Schneider, Barbara

Krajcik, Joseph

Lavonen, Jari

Salmela-Aro, Katariina

Psychology & Counseling

Yale University Press

Redesigning American Education

Education & Teaching

Coleman, James

Plank, Stephen

Schiller, Kathryn

Schools & Teaching

Routledge

How do young people envision their occupational futures? What do teenagers feel about their schooling and after-school work, and how do these experiences affect their passage to adult work? These are the questions that psychologist Mihaly Csikszentmihalyi and sociologist Barbara Schneider posed in their five-year study of adolescents. The results provide an unprecedented window on society's future through which we can glimpse how today's youth are preparing themselves for the lives they will lead in the decades to come.

Becoming Adult How Teenagers Prepare For The World Of Work

Politics & Social Sciences

Csíkszentmihályi, Mihály

Social Sciences

Basic Books

Becoming Adult: How Teenagers Prepare For The World Of Work

Csikszentmihalhi, Mihaly

Teen & Young Adult

Adolescents and Work

Bidwell, Charles

Hedges, Larry

Cambridge University Press

Parents, Their Children, And Schools

Parental involvement with children at home, in school, and in the community is one of the most important factors in educational success. Yet we know very little about the most effective approaches to parental intervention. Moreover, not all parents have the same resources or opportunities to act on the educational expectations they have for their children.This book examines the resources available to parents and the actions parents can take to further their children's education. It is the first study of the subject based on major survey data, drawing from the National Education Longitudinal Study of 1988—a national survey of 26,000 eighth graders, their parents, teachers, and school administrators. The authors explore several important debates, including the extent to which parental involvement can mitigate the constraints of poverty for minorities and disadvantaged students, school choice and equality of educational opportunity, and the effects that school-sponsored activities involving parents have on educational performance.Certain to change the thinking of educators and policymakers, this book is essential reading for scholars and parents as well.

Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and parents.

<div>Examines public discourse from the Progressive Era over the state's right to regulate women's bodies and their reproduction When Justice Oliver Wendell Holmes determined in 1927 that sterilization was a legitimate means of safeguarding the nation's health, he was asserting the state's right to regulate the production of the national body. His opinion represented a culmination of arguments about reproduction and immigration that had been circulating for years but that intensified during the Progressive Era. Arguments about reproductive and immigration practices surged to the foreground, and tectonic shifts in the conceptual schemes and practices of reproduction in the United States followed. &nbsp; Drawing on feminist historiography and genre studies, Corporal Rhetoric: Regulating Reproduction in the Progressive Era explores the rhetoric of medical research, new technologies, and material practices that shifted the idea of childbirth as an act of God or Nature to a medical procedure enacted by male physicians on the bodies of women made passive by both drugs and discourse. Barbara Schneider considers how efficiency, the hallmark of scientific management, was raised to a cardinal virtue by its inclusions in the powerful mediums of presidential speeches, national educational policies, and eugenics discourse to reclassify babies, long regarded as gifts, as either valuable assets or defective products. &nbsp; Schneider shows how the legal system drew upon medicine, scientific management, and the emerging discipline of sociology to restrict women's labor in order to preserve reproductive capacity, categorized by Supreme Court opinions as a public good rather than a private capacity. Throughout, she ties the arguments developed during this era to current debates about mothering rhetorics, reproductive rights, immigration, and conceptions of the nation. &nbsp; By weaving together medical research reports, clinical practices, case studies, legal opinions and legislative acts, and the epistemology of scientific management, Schneider illuminates the network that women such as Margaret Sanger, Jane Addams, Lillian Gilbreth and multiple others negotiated as they sought to give women room to exercise their reproductive capacity. Through her analysis of the machinery of these discourses and the material uptake of their genres in the daily practices of reproductive bodies, Schneider offers a provisional theory of corporal rhetoric that begins to answer the call for a new material theory of the body.</div>

Corporal Rhetoric: Regulating Reproduction in the Progressive Era (Rhetoric, Law, and the Humanities)

Women's Studies

University Alabama Press

Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology

Trust in Schools: A Core Resource for Improvement (American Sociological Association's Rose Series)

Bryk, Anthony

Parenting & Relationships

Russell Sage Foundation

Estimating Causal Effects: Using Experimental and Observation Designs

Amer Educational Research Assn

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Books by Schneider, Barbara