Doctoral Dissertation Research: The Invisible Hand: Parent Accountability Pressures in Urban Schools

博士论文研究:看不见的手:城市学校家长的责任压力

基本信息

  • 批准号:
    0623138
  • 负责人:
  • 金额:
    $ 0.7万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2006
  • 资助国家:
    美国
  • 起止时间:
    2006-08-15 至 2007-07-31
  • 项目状态:
    已结题

项目摘要

SES-062318Barbara SchneiderElizabeth HassickThis dissertation research will use ethnographic, network and cohort data to study the relationship between social class and student classroom experiences. To what extent does parent accountability pressure shape everyday practices in schools? Much has been learned about how parents are involved in their children's education, but rarely do researchers consider how parents influence accountability structures in schools. School accountability has been primarily understood as originating through state and federal legislation and "loosely coupled" administrative lines of authority. But, teachers and administrators in predominately middle class schools are not alone in their classrooms and offices. Parents volunteer in classrooms and participate in school and neighborhood groups, such as parent and teacher organizations, 'Friends of the School' groups and parent cooperatives, creating parent, teacher and administrator networks that span school, community and home settings. Prior research suggests that the fundamental conceptualization of parents as "helping partners" is complicated by an additional parent-monitoring dimension that shapes teacher and administrator everyday practices. While pursing a private good (the enhanced educational experience of their particular child), "swarming" middle class parents generate public goods, such as an increased flow of "insider" information between community and school and the enhanced monitoring of administrators and teachers. More broadly, uncovering the mechanisms that enable individual parent surveillance efforts to "swarm" and form group accountability pressures that are in turn used to monitor everyday school activities, provides information for formulating new kinds of questions about organizational accountability in schools and other organizations that serve children.
本论文研究将使用民族志,网络和队列数据来研究社会阶层和学生课堂经验之间的关系。 家长问责压力在多大程度上影响了学校的日常做法?关于父母如何参与子女教育的研究已经有很多,但很少有研究者考虑父母如何影响学校的问责制结构。 学校问责制主要被理解为源于州和联邦立法以及“松散耦合”的行政权力。但是,在以中产阶级为主的学校,教师和行政人员在教室和办公室并不孤单。 家长在教室里做志愿者,参加学校和社区团体,如家长和教师组织、“学校之友”团体和家长合作社,建立跨越学校、社区和家庭的家长、教师和管理人员网络。 先前的研究表明,父母作为“帮助伙伴”的基本概念化是复杂的额外的家长监控的尺寸,形状的教师和管理员的日常做法。“蜂拥而至”的中产阶级父母在追求私人利益(他们特定孩子的教育体验得到改善)的同时,也产生了公共利益,例如社区和学校之间“内部”信息的流动增加,以及对管理人员和教师的监督加强。更广泛地说,揭示的机制,使个别家长的监督工作,以“蜂拥而至”,并形成集体问责的压力,反过来又用来监测日常的学校活动,提供信息,制定新的类型的问题,在学校和其他组织的组织问责制为儿童服务。

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

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Barbara Schneider其他文献

Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
提高科学成绩——评估高中化学和物理项目学习干预的效果是否可能?
  • DOI:
  • 发表时间:
    2022
  • 期刊:
  • 影响因子:
    3.5
  • 作者:
    Barbara Schneider;J. Krajcik;J. Lavonen;K. Salmela‐Aro;Christopher Klager;Lydia Bradford;I. Chen;Quinton Baker;Israel Touitou;Deborah Peek;Rachel Marias Dezendorf;Sarah Maestrales;Kayla Bartz
  • 通讯作者:
    Kayla Bartz
Behavioural therapy of suicidality
Cephalometric differentiation between vertical and horizontal malocclusions in 122 Europeans using the Denture Frame Analysis and standard measurements
Quality of heroin and heroin-related deaths from 1987 to 1995 in Vienna, Austria.
1987 年至 1995 年奥地利维也纳海洛因和海洛因相关死亡的质量。
  • DOI:
  • 发表时间:
    2000
  • 期刊:
  • 影响因子:
    6
  • 作者:
    Daniele Risser;Alfred Uhl;M. Stichenwirth;Selma Honigschnabl;Walter Hirz;Barbara Schneider;Carl Stellwag;N. Klupp;W. Vycudilik;Georg Bauer
  • 通讯作者:
    Georg Bauer
Prognostic impact of karyotype and immunologic phenotype in 125 adult patients with de novo AML.
核型和免疫表型对 125 名成年新发 AML 患者的预后影响。
  • DOI:
  • 发表时间:
    1992
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Christine Marosi;Ursula Köller;Elisabeth Koller;I. Schwarzinger;Barbara Schneider;Ulrich Jäger;Peter Vahls;H. Nowotny;H. Pirc‐Danoewinata;Günther G. Steger;Gerhard Kreiner;Brunhilde Wagner;Klaus Lechner;D. Lutz;P. Bettelheim;Oskar A. Haas
  • 通讯作者:
    Oskar A. Haas

Barbara Schneider的其他文献

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{{ truncateString('Barbara Schneider', 18)}}的其他基金

Exploring the value of a digitized intervention on improving college readiness and interest in STEM for urban and rural secondary students
探索数字化干预对提高城乡中学生的大学准备和对 STEM 兴趣的价值
  • 批准号:
    1661236
  • 财政年份:
    2017
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Standard Grant
PIRE: Crafting Optimal Learning in Science Environments
PIRE:在科学环境中打造最佳学习
  • 批准号:
    1545684
  • 财政年份:
    2015
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Standard Grant
An International Study of Student Engagement: An EaGER Grant
学生参与度的国际研究:EaGER 资助
  • 批准号:
    1450756
  • 财政年份:
    2014
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Standard Grant
Forming Better STEM Career Trajectories: Sustaining and Scaling-Up CAP
形成更好的 STEM 职业轨迹:维持和扩大 CAP
  • 批准号:
    1316702
  • 财政年份:
    2013
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Standard Grant
Improving Understandings of Student Engagement in STEM to Enhance Teacher
提高对学生参与 STEM 的理解以提高教师水平
  • 批准号:
    1255807
  • 财政年份:
    2012
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Standard Grant
GSE/RES: Enhancing the Rigor of Evidence on Gendered Differences in STEM Persistence: Female and Male College Students' Subjective Experiences in Engineering and Computer Science
GSE/RES:增强 STEM 持久性中性别差异证据的严谨性:女性和男性大学生在工程和计算机科学方面的主观体验
  • 批准号:
    1232139
  • 财政年份:
    2012
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Continuing Grant
Research: Transforming Interests in STEM Careers (TISC)
研究:转变对 STEM 职业的兴趣 (TISC)
  • 批准号:
    0929635
  • 财政年份:
    2009
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Standard Grant
Center for Advancing Research and Communication in Science, Technology, Engineering, and Mathematics (ARC)
科学、技术、工程和数学研究与交流促进中心 (ARC)
  • 批准号:
    0815295
  • 财政年份:
    2008
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Cooperative Agreement
Collaborative Research: Developing a National Model for a College-level Introductory Sociology Course
合作研究:开发大学水平社会学入门课程的国家模式
  • 批准号:
    0554671
  • 财政年份:
    2006
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Standard Grant
Collaborative Research: Developing a National Model for a College-level Introductory Sociology Course
合作研究:开发大学水平社会学入门课程的国家模式
  • 批准号:
    0442819
  • 财政年份:
    2005
  • 资助金额:
    $ 0.7万
  • 项目类别:
    Standard Grant

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