東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Subgrouping Opportunity: Subgroup Po...

Garver, Rachel.

Linked to FindBook

Google Book

Amazon

博客來

Subgrouping Opportunity: Subgroup Policies and Daily Opportunity Provision in a Segregated School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Subgrouping Opportunity: Subgroup Policies and Daily Opportunity Provision in a Segregated School./
Author:	Garver, Rachel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	268 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-12, Section: A.
Contained By:	Dissertations Abstracts International78-12A.
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275375
ISBN:	9781369791310

Subgrouping Opportunity: Subgroup Policies and Daily Opportunity Provision in a Segregated School.
Garver, Rachel.

Subgrouping Opportunity: Subgroup Policies and Daily Opportunity Provision in a Segregated School. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 268 p.

Source: Dissertations Abstracts International, Volume: 78-12, Section: A.

Thesis (Ph.D.)--New York University, 2017.

This item must not be added to any third party search indexes.

With resegregation, it is necessary to understand how policies designed to promote equity fare in racially and economically segregated schools where the student bodies pose a diverse set of high needs. Through an ethnographic case study of a segregated middle school, Germaine Middle School (GMS), I examine how teachers' and administrators' understanding and implementation of subgroup policies-policies that intend to support and protect particular student populations-impact daily opportunity provision, or the day-to-day deliberations and decisions around the distribution of material and human resources. I argue that subgroup entitlement and accountability policies shaped daily opportunity provision not only for subgroup members, but for all students at GMS. By demonstrating how the implementation of subgroup policies impacted GMS' opportunity structure, identification of which students were most in need, remedies for struggling students, and explanations for achievement gaps, I break with previous research that has limited its attention to how these policies affect outcomes for the targeted students. The chapters progress from the impact of subgroup entitlement policies (specifically IDEA and Title III), to the role of subgroup accountability pressure under No Child Left Behind, to the administration's application of subgroup policy logics to teacher evaluation. The dissertation shows how subgroup policies shaped the way achievement gaps were produced, perceptions of who was most in need, and explanations for why these gaps existed at GMS. The findings indicate that the implementation of subgroup policies is one mechanism of stratification among students of color, which is increasingly important to understand given the proliferation of segregated minority schools.

ISBN: 9781369791310Subjects--Topical Terms:

519608
Educational sociology.

Subgrouping Opportunity: Subgroup Policies and Daily Opportunity Provision in a Segregated School.
LDR:02987nmm a2200349 4500 001 2208271
005 20191010070905.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9781369791310
035 $a (MiAaPQ)AAI10275375
035 $a (MiAaPQ)steinhardt.nyu:10512
035 $a AAI10275375
040 $a MiAaPQ $c MiAaPQ
100 1 $a Garver, Rachel. $3 3435285
245 1 0 $a Subgrouping Opportunity: Subgroup Policies and Daily Opportunity Provision in a Segregated School.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 268 p.
500 $a Source: Dissertations Abstracts International, Volume: 78-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Noguera, Pedro.
502 $a Thesis (Ph.D.)--New York University, 2017.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a With resegregation, it is necessary to understand how policies designed to promote equity fare in racially and economically segregated schools where the student bodies pose a diverse set of high needs. Through an ethnographic case study of a segregated middle school, Germaine Middle School (GMS), I examine how teachers' and administrators' understanding and implementation of subgroup policies-policies that intend to support and protect particular student populations-impact daily opportunity provision, or the day-to-day deliberations and decisions around the distribution of material and human resources. I argue that subgroup entitlement and accountability policies shaped daily opportunity provision not only for subgroup members, but for all students at GMS. By demonstrating how the implementation of subgroup policies impacted GMS' opportunity structure, identification of which students were most in need, remedies for struggling students, and explanations for achievement gaps, I break with previous research that has limited its attention to how these policies affect outcomes for the targeted students. The chapters progress from the impact of subgroup entitlement policies (specifically IDEA and Title III), to the role of subgroup accountability pressure under No Child Left Behind, to the administration's application of subgroup policy logics to teacher evaluation. The dissertation shows how subgroup policies shaped the way achievement gaps were produced, perceptions of who was most in need, and explanations for why these gaps existed at GMS. The findings indicate that the implementation of subgroup policies is one mechanism of stratification among students of color, which is increasingly important to understand given the proliferation of segregated minority schools.
590 $a School code: 0146.
650 4 $a Educational sociology. $3 519608
650 4 $a Education Policy. $3 2186666
650 4 $a Education. $3 516579
690 $a 0340
690 $a 0458
690 $a 0515
710 2 $a New York University. $b Teaching and Learning. $3 1678711
773 0 $t Dissertations Abstracts International $g 78-12A.
790 $a 0146
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275375