Abstract/Notes: Recently, new comparative studies of the levels and causes of ethnic and socio-economic segregation across various European cities reveal that the physical separation of people belonging to different social groups is on the rise (Tammaru et al. , 2016) . While studies of the effect of the spatial environment, notably the neighbourhood, reveal that where one lives only modestly affects life chances such as work, income and health directly (Musterd et al. , 2003; Andersson et al. , 2007; Van Ham et al. , 2012) , other studies suggest that indirectly, via spatial sorting (Sampson, 2012) and access to specific amenities, the residential neighbourhood has effects (negative but also positive) on life chances. One of the key mechanisms through which place of residence may affect life chances is through schools. While the body of literature on school effects is vast and a plethora of effects have been...

Language: English

Published: London, England: Bloomsbury Academic, 2018

ISBN: 978-1-350-03351-1 978-1-350-03354-2 978-1-350-03352-8

Language: English

Published: [S.I.]: Poverty & Race Research Action Council, 2018

Language: English

Published: Poughkeepsie, New York, 1940

Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.

Language: English

DOI: 10.1086/428885

ISSN: 0195-6744, 1549-6511

Language: Dutch

Language: English

Language: English

ISSN: 1071-6246

Abstract/Notes: This qualitative ethnographic case study explored the evolution of a public urban high school in its 3rd year of small school reform. The study focused on how the high school proceeded from its initial concept, moving to a small school program, and emerging as a new small high school. Data collection included interviews, observations, and document review to develop a case study of one small high school sharing a multiplex building. The first key finding, “Too Many Pieces, Not Enough Glue,” revealed that the school had too many new programs starting at once and they lacked a clear understanding of their concept and vision for their new small school, training on the Montessori philosophies, teaching and learning in small schools, and how to operate within a teacher-cooperative model. The second key finding, “A Continuous Struggle,” revealed that the shared building space presented problems for teachers and students. District policies remain unchanged, resulting in staff and students resorting to activist approaches to get things done. These findings offer small school reform leaders suggestions for developing and sustaining a small school culture and cohesion despite the pressures to revert back to top-down, comprehensive high school norms.

Language: English

DOI: 10.1177/2158244013486789

ISSN: 2158-2440

Abstract/Notes: This paper expands on previous work on charter school typology and presents disparities in standardized test outcomes across models by using standardized Z-Scores weighted by NAEP performance. Analyses indicate that in ELA, Classical schools have the highest relative performance, followed by Montessori and Art schools. In math, Classical school once again have the highest relative performance, followed by Montessori and STEM schools. For reasons discussed in the paper it is premature to posit causality, so the results should instead be viewed as descriptive. We suggest a more pluralistic testing framework may be appropriate when evaluating the performance of specialized schools.

Language: English

DOI: 10.1080/15582159.2023.2233321

ISSN: 1558-2159, 1558-2167

Language: Hindi

Published: Agra, India, 2001