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A philosophical inquiry into the pro...

Snell, Jean L.

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A philosophical inquiry into the promise to close the achievement gap: Rhetoric or resolution?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A philosophical inquiry into the promise to close the achievement gap: Rhetoric or resolution?/
Author:	Snell, Jean L.
Description:	197 p.
Notes:	Chair: Deborah Kerdeman.
Contained By:	Dissertation Abstracts International66-12A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3198854
ISBN:	9780542444302

A philosophical inquiry into the promise to close the achievement gap: Rhetoric or resolution?
Snell, Jean L.

A philosophical inquiry into the promise to close the achievement gap: Rhetoric or resolution? - 197 p.

Chair: Deborah Kerdeman.

Thesis (Ph.D.)--University of Washington, 2005.

It is evident from the collegial dialogue among K-12 educators that many feel a sense of urgency to close the achievement gap. So, too, have policy makers and educational leaders across the country testified to the importance of eliminating gaps in student achievement. It would, in fact, appear that there is new hope on the horizon for underachieving students who are now expected to master the learning that is required by new standardized measures.

ISBN: 9780542444302Subjects--Topical Terms:

783746
Education, Philosophy of.

A philosophical inquiry into the promise to close the achievement gap: Rhetoric or resolution?
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035 $a (UnM)AAI3198854
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100 1 $a Snell, Jean L. $3 1297727
245 1 2 $a A philosophical inquiry into the promise to close the achievement gap: Rhetoric or resolution?
300 $a 197 p.
500 $a Chair: Deborah Kerdeman.
500 $a Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4337.
502 $a Thesis (Ph.D.)--University of Washington, 2005.
520 $a It is evident from the collegial dialogue among K-12 educators that many feel a sense of urgency to close the achievement gap. So, too, have policy makers and educational leaders across the country testified to the importance of eliminating gaps in student achievement. It would, in fact, appear that there is new hope on the horizon for underachieving students who are now expected to master the learning that is required by new standardized measures.
520 $a However, the reality is that the current achievement gap literature is filled with multiple and contradictory descriptions of what the achievement gap problem is, what has caused the gap, and what strategies might fix the problem. Therefore, this study is dedicated to clarifying what these differences of opinion are, and to analyzing what these differences imply with regards to how the problem may be addressed by educators. Moreover, as a philosophical examination of the issue this study examines educators' fundamental beliefs, goals, and core values, and how these goals and values influence educators' commitment to closing the gap.
520 $a One central finding of this study is the insight that the problem of the achievement gap serves as the point of convergence among three contemporary school reform movements: the educational equity movement, the standards movement, and the testing movement. I postulate that these three reform movements provide educators with three distinct yet overlapping narratives about what is wrong with the public schools. Furthermore, each of these three movements is organized around divergent ideas about what the goals of public education are, as well as around competing values, namely the values of equity, excellence, and accountability. Hence, I argue that the gap-closing efforts of contemporary educators are confounded by having to navigate among these competing reform agendas, aims, and values. Additionally, I also argue that a growing interest in the problem of the achievement gap presents educators with an important opportunity to engage in dialogue with one another about purposes of American public schooling and the democratic ideals that are and ought to be guiding their collective efforts.
590 $a School code: 0250.
650 4 $a Education, Philosophy of. $3 783746
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710 2 0 $a University of Washington. $3 545923
773 0 $t Dissertation Abstracts International $g 66-12A.
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790 1 0 $a Kerdeman, Deborah, $e advisor
791 $a Ph.D.
792 $a 2005
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