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Scuole tradite: radici del fallimento nell'educazione interna città-
by Neckerman, Kathryn M. | HC | VeryGood
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Specifiche dell'oggetto
- Condizione
- Ottime condizioni
- Note del venditore
- Binding
- Hardcover
- Weight
- 1 lbs
- Product Group
- Book
- IsTextBook
- Yes
- ISBN
- 9780226569604
- Subject Area
- Social Science, Education
- Publication Name
- Schools Betrayed : Roots of Failure in Inner-City Education
- Publisher
- University of Chicago Press
- Item Length
- 9 in
- Subject
- Educational Policy & Reform / General, Sociology / Urban, Ethnic Studies / African American Studies
- Publication Year
- 2007
- Type
- Textbook
- Format
- Hardcover
- Language
- English
- Item Height
- 1 in
- Item Weight
- 19.1 Oz
- Item Width
- 6 in
- Number of Pages
- 240 Pages
Informazioni su questo prodotto
Product Identifiers
Publisher
University of Chicago Press
ISBN-10
0226569608
ISBN-13
9780226569604
eBay Product ID (ePID)
57037998
Product Key Features
Number of Pages
240 Pages
Language
English
Publication Name
Schools Betrayed : Roots of Failure in Inner-City Education
Publication Year
2007
Subject
Educational Policy & Reform / General, Sociology / Urban, Ethnic Studies / African American Studies
Type
Textbook
Subject Area
Social Science, Education
Format
Hardcover
Dimensions
Item Height
1 in
Item Weight
19.1 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2006-101815
Reviews
"Neckerman''s analysis is a critically important reminder that education policies adopted beyond the confines of the schools can undermine the preconditions that contribute to constructive pedagogic relationships between teachers and students. . . . Her book powerfully documents the educational costs of societal and institutional racism in Chicago''s schools."Michael Olneck, American Journal of Sociology, "Neckerman''s analysis provides a welcome antidote to much of the historical literature on American education, which rarely examines actual policy choices. . . . Segregation did harm blacks, as this fine book shows."Jonathan Zimmerman, Journal of American History, Kathryn Neckerman brilliantly captures the elusive interaction of social, political, and economic contexts and on-the-ground education policy creation in Chicago during the twentieth century. She demonstrates that the devastating inequality that emerged for African Americans in the education system developed over many decades of small actions by ordinary people in both the public and private spheres--in politics, work places, housing markets and informal social settings, as well as schools. The restriction of opportunities for African Americans that resulted from day to day decisions in arenas both in and outside of schools speaks volumes about what must be done to create opportunities in urban schools for current minority students., This is an excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. Schools Betrayed will force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic., Neckerman's analysis provides a welcome antidote to much of the historical literature on American education, which rarely examines actual policy choices. . . . Segregation did harm blacks, as this fine book shows., "Neckerman's powerful analysis challenged my thinking about the root causes of educational inequality. She overturns traditional explanations about economic decline, labor markets, and oppositional culture to show how school policies increasingly distanced blacks and white immigrants from 1930 to 1960. Neckerman is one of the few scholars who directly links higher-level policy decisions to everyday teacher-student classroom dynamics. It's an important story about much more than one city's school system."Jack Dougherty, Trinity College, Hartford, "Kathryn Neckerman's Schools Betrayed is one of those rare books that will become a standard reference not only for social scientists, historians, and school officials, but for educated lay readers as well. Through careful historical documentation of race and urban education in Chicago, Neckerman brilliantly uncovers the roots of antagonism, alienation, and disorder in inner-city classrooms. No previous study has provided a more definitive analysis of why so many black youngsters and their parents have lost faith in the public schools."William Julius Wilson, Lewis P. and Linda L. Geyser University Professor, Harvard University, " Kathryn Neckerman ' s Schools Betrayed is one of those rare books that will become a standard reference not only for social scientists, historians, and school officials, but for educated lay readers as well.& Through careful historical documentation of race and urban education in Chicago, Neckerman brilliantly uncovers the roots of antagonism, alienation, and disorder in inner-city classrooms.& No previous study has provided a more definitive analysis of why so many black youngsters and their parents have lost faith in the public schools. " -- William Julius Wilson, Lewis P. and Linda L. Geyser University Professor, Harvard University, Kathryn Neckerman brilliantly captures the elusive interaction of social, political, and economic contexts and on-the-ground education policy creation in Chicago during the twentieth century. She demonstrates that the devastating inequality that emerged for African Americans in the education system developed over many decades of small actions by ordinary people in both the public and private spheres-in politics, work places, housing markets and informal social settings, as well as schools. The restriction of opportunities for African Americans that resulted from day to day decisions in arenas both in and outside of schools speaks volumes about what must be done to create opportunities in urban schools for current minority students., This case study of Chicago's public schools is a cogent and powerful analysis that examines the roots of failure in the city's public shools. . . . This work forces us to look beyond simplistic notions of school failure that blame families, students, and teachers. Instead, it asks us to consider the institution of public schooling itself and its myriad policies and practices that may . . . disadvantage the students they are meant to serve., "Neckerman's powerful analysis challenged my thinking about the root causes of educational inequality. She overturns traditional explanations about economic decline, labor markets, and oppositional culture to show how school policies increasingly distanced blacks and white immigrants from 1930 to 1960. Neckerman is one of the few scholars who directly links higher-level policy decisions to everyday teacher-student classroom dynamics. It's an important story about much more than one city's school system."--Jack Dougherty, Trinity College, Hartford, Neckerman's analysis is a critically important reminder that education policies adopted beyond the confines of the schools can undermine the preconditions that contribute to constructive pedagogic relationships between teachers and students. . . . Her book powerfully documents the educational costs of societal and institutional racism in Chicago's schools., "This is an important and excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. As a result, Schools Betrayed and will force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic."--Michael B. Katz, author of In the Shadow of the Poorhouse , "This is an excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. Schools Betrayed will force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic."Michael B. Katz, author of In the Shadow of the Poorhouse, "Kathryn Neckerman brilliantly captures the elusive interaction of social, political, and economic contexts and on-the-ground education policy creation in Chicago during the twentieth century. She demonstrates that the devastating inequality that emerged for African Americans in the education system developed over many decades of small actions by ordinary people in both the public and private spheresin politics, work places, housing markets and informal social settings, as well as schools. The restriction of opportunities for African Americans that resulted from day to day decisions in arenas both in and outside of schools speaks volumes about what must be done to create opportunities in urban schools for current minority students."Jean Anyon, author of Ghetto Schooling: A Political Economy of Urban Educational Reform, Neckerman's powerful analysis challenged my thinking about the root causes of educational inequality. She overturns traditional explanations about economic decline, labor markets, and oppositional culture to show how school policies increasingly distanced blacks and white immigrants from 1930 to 1960. Neckerman is one of the few scholars who directly links higher-level policy decisions to everyday teacher-student classroom dynamics. It's an important story about much more than one city's school system., "This is an excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. Schools Betrayedwill force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic."-Michael B. Katz, author of In the Shadow of the Poorhouse , " Kathryn Neckerman brilliantly captures the elusive interaction of social, political, and economic& contexts and& on-the-ground education policy creation& in Chicago during the& twentieth century. She demonstrates that the devastating& inequality that emerged for African Americans in the education system developed over many decades of small actions by ordinary people in both the public and private spheres--in politics, work places, housing markets and informal social settings, as well as& schools. The& restriction of opportunities for African Americans that resulted from day to day decisions in& arenas both in and outside of schools speaks volumes about what must be done to create opportunities in urban schools for current minority students. " -- Jean Anyon, author of Ghetto Schooling: A Political Economy of Urban Educational Reform, Neckerman''s analysis is a critically important reminder that education policies adopted beyond the confines of the schools can undermine the preconditions that contribute to constructive pedagogic relationships between teachers and students. . . . Her book powerfully documents the educational costs of societal and institutional racism in Chicago''s schools., "This case study of Chicago''s public schools is a cogent and powerful analysis that examines the roots of failure in the city''s public shools. . . . This work forces us to look beyond simplistic notions of school failure that blame families, students, and teachers. Instead, it asks us to consider the institution of public schooling itself and its myriad policies and practices that may . . . disadvantage the students they are meant to serve."Kathy Ann Jorday, Journal of African American History, Kathryn Neckerman's Schools Betrayed is one of those rare books that will become a standard reference not only for social scientists, historians, and school officials, but for educated lay readers as well. Through careful historical documentation of race and urban education in Chicago, Neckerman brilliantly uncovers the roots of antagonism, alienation, and disorder in inner-city classrooms. No previous study has provided a more definitive analysis of why so many black youngsters and their parents have lost faith in the public schools., "This is an important and excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. As a result, Schools Betrayed and will force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic."--Michael B. Katz, author of In the Shadow of the Poorhouse -- Michael B. Katz (09/25/2006), "Neckerman''s analysis provides a welcome antidote to much of the historical literature on American education, which rarely examines actual policy choices. . . . Segregation did harm blacks, as this fine book shows."-Jonathan Zimmerman, Journal of American History, Kathryn Neckerman's Schools Betrayed is one of those rare books that will become a standard reference not only for social scientists, historians, and school officials, but for educated lay readers as well. Through careful historical documentation of race and urban education in Chicago, Neckerman brilliantly uncovers the roots of antagonism, alienation, and disorder in inner-city classrooms. No previous study has provided a more definitive analysis of why so many black youngsters and their parents have lost faith in the public schools., "This case study of Chicago''s public schools is a cogent and powerful analysis that examines the roots of failure in the city''s public shools. . . . This work forces us to look beyond simplistic notions of school failure that blame families, students, and teachers. Instead, it asks us to consider the institution of public schooling itself and its myriad policies and practices that may . . . disadvantage the students they are meant to serve."-Kathy Ann Jorday, Journal of African American History
Dewey Edition
22
Illustrated
Yes
Dewey Decimal
370.9773/11
Table Of Content
Preface Acknowledgments Introduction CHAPTER 1. Urban Decline CHAPTER 2. Labor Markets CHAPTER 3. Communities and Cultures CHAPTER 4. Racial Segregation and Inequality CHAPTER 5. Vocational Education CHAPTER 6. Remedial Education CHAPTER 7. Classroom Dynamics Conclusion Appendix A: Quantitative Evidence Appendix B: Historical Evidence concerning Language Styles and Schooling Notes Selected Bibliography Index
Synopsis
The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. In "Schools Betrayed," her innovative history of race and urban education, Kathryn M. Neckerman tells the story of how and why these schools came to serve black children so muchworse than their white counterparts. Focusing on Chicago public schools between 1900 and 1960, Neckerman compares the circumstances of blacks and white immigrants, groups that had similarly little wealth and status yet came to gain vastly different benefits from their education. Their divergent educational outcomes, she contends, stemmed from Chicago officials decision to deal with rising African American migration by segregating schools and denying black students equal resources. And it deepened, she shows, because of techniques for managing academic failure that only reinforced inequality. Ultimately, these tactics eroded the legitimacy of the schools in Chicago s black community, leaving educators unable to help their most disadvantaged students. "Schools Betrayed" will be required reading for anyone who cares about urban education.", The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. In Schools Betrayed , her innovative history of race and urban education, Kathryn M. Neckerman tells the story of how and why these schools came to serve black children so much worse than their white counterparts. Focusing on Chicago public schools between 1900 and 1960, Neckerman compares the circumstances of blacks and white immigrants, groups that had similarly little wealth and status yet came to gain vastly different benefits from their education. Their divergent educational outcomes, she contends, stemmed from Chicago officials' decision to deal with rising African American migration by segregating schools and denying black students equal resources. And it deepened, she shows, because of techniques for managing academic failure that only reinforced inequality. Ultimately, these tactics eroded the legitimacy of the schools in Chicago's black community, leaving educators unable to help their most disadvantaged students. Schools Betrayed will be required reading for anyone who cares about urban education.
LC Classification Number
LC5133.C4N43 2007
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