Equality of opportunity and equality of outcome

The report on the findings of extensive empirical research on equality of educational opportunities carried out in the US on a very large sample of public schools by Coleman and his colleagues has had a major impact on education policy and has given rise to a large amount of research and various interpretations. However, as some interpreters have highlighted, even more important than the findings of the survey themselves has been Coleman’s redefinition of equality of opportunity, abandoning the then prevailing conception of equality of educational opportunities as equality of starting points and replacing it with the concept of equality of educational opportunities as equality of educational outcomes. The question is, therefore, whether equality of outcomes really is one of the two types of equality of opportunity. The purpose of the present article is to show that equality of opportunity and equality of outcomes are two different types of equality. If they are different, the interpretation that Coleman has redefined the concept of “equality of educational opportunity” turns out to be incorrect. (DIPF/Orig.)

Formación profesional y desigualdad de oportunidades educativas por clase

Tras un repaso a las reflexiones sociológicas sobre la FP y su relación con el origen socioeconómico y el género, así como su plasmación en los debates de política educativa en España, mostramos las tasas de estudiantes o graduados de FP a los 19 y 20 años según clase social de origen y género, desde los nacidos en 1957 hasta 1992. Durante todo este periodo, la desigualdad de oportunidades sociales en el acceso a la FP ha permanecido más bien constante por clase social mientras que ha disminuido por género a partir de las personas nacidas en 1961, pero en mayor medida en las nacidas después de 1970. Los datos muestran que la reforma introducida por la LOGSE, que endureció los requisitos académicos para cursar FP, disminuyó la probabilidad de cursar FP en todas las clases sociales, y que es posible que haya perjudicado en mayor medida a la clase obrera que al resto de clases. Por otro lado, las mujeres cuya familia social de origen pertenece a las clases intermedias optan en menor medida por los estudios de FP que lo que cabría esperar por su género y por su clase social.

Una imagen sobre la educación artística en la actualidad

Es innegable la importancia de la Expresión Plástica en el crecimiento global del niño, con todo, intervinientes en el proceso didáctico y muchos teóricos consideran que el arte en la educación se encuentra en una posición menospreciada (BARBOSA, 2001, 2002; EFLAND, 2002, 2004; HERNÁNDEZ, 2000; MARTINS, 2002; LÓPEZ GARCÍA, 2003; OLIVEIRA et al., 2004; WAGNER, 2001). Estas consideraciones llevan a cuestionar las prácticas pedagógicas de los educadores infantiles, la forma como desarrollan su currículo, las oportunidades educativas que ofrecen a los niños, o sea, importa percibir si la Expresión Plástica se desenvuelve con calidad pedagógica en contextos de Educación Infantil. En este sentido, el problema planteado conduce a la necesidad de conocer nuestra realidad y a presentar caminos congruentes con el tiempo en el que vivimos, donde el concepto de arte e imagen invaden y amplían nuestras experiencias cotidianas que necesitan ser descodificadas para que sean entendidas. Así, este trabajo pretende exponer un diagnóstico de las prácticas educativas ejecutadas por educadores infantiles del distrito de Oporto (Portugal) en el dominio de la Expresión Plástica.The importance of the Plastic Expression in the global development of the child is undeniable, nevertheless, participants in the didactic process and theoretical people think that art in education is in a despised position (BARBOSA, 2001, 2002; EFLAND, 2002, 2004; HERNÁNDEZ, 2000; MARTINS, 2002; LÓPEZ GARCÍA, 2003; OLIVEIRA et al., 2004; WAGNER, 2001). These perspectives lead to questioning the pedagogical practices of early childhood educators, the way in which they develop the curriculum, the educational opportunities that they offer children, thus attempting to understand if the domain of Plastic Expression develops with pedagogical quality within the context of early childhood education. In this sense, the problem raised leads to the need to comprehend our reality and present ways that are coherent with the times in which we live, where the concept of art and image invade and extend our daily experiences and for them to be understood they need to be deciphered. This article intends to present a diagnosis of the educational practices of early childhood educators of the district of Oporto (Portugal) in the domain of the Plastic Expression.

Das bildungstheoretische Potenzial inklusiver Pädagogik. Meilensteine der Konstruktion von Bildung und Behinderung am Beispiel von Kindern mit Lernschwierigkeiten

Inklusion erfordert Veränderungen, Umbau und Umdenken auf vielen Ebenen. Ob Teilhabe gelingt, entscheidet sich letztlich im pädagogischen Alltag. So muss in einem inklusiven Bildungssystem auch geklärt werden, was Bildung ausmacht, wenn sie alle Kinder adressiert. Was bedeutet hier Bildung und in welchem Zusammenhang stehen die Konstrukte von Bildung und Behinderung? Wurden doch traditionell die Grenzen des ersten systemwirksam mit der Zuschreibung des zweiten markiert. Das vorliegende Buch thematisiert in historischer Perspektive die sich verändernden Vorstellungen über Bildung, Behinderung(en) und Gerechtigkeit im Bildungssystem sowie die damit verbundenen kontroversen Debatten sowie die häufig uneinheitlichen, teils gegenläufigen Entwicklungen der sogenannten Sonder- und der sogenannten Regelpädagogik. Die Analyse arbeitet die Beiträge integrations- und inklusionspädagogischer Theorien (Reiser, Feuser, Prengel, Wocken, Reich) zu einem gemeinsamen Bildungsverständnis für alle Kinder heraus. Diese Potenziale integrations- und inklusionspädagogischer Theoriebildung werden eingeordnet in bildungstheoretische Dimensionen sowie in die aktuellen Debatten um Inklusion und Bildung als Menschenrecht. (DIPF/Orig.)

MOWING TO GROWING: TRANSFORMING A MUNICIPAL GOLF COURSE TO URBAN AGRICULTURE IN BALTIMORE CITY

This thesis demonstrates how landscape architects can transform underused golf course facilities located within cities for urban agriculture (UA). In the last decade more than 1000 golf courses have closed in the United States. Municipal golf courses represent some of the largest pieces of open space in cities and because of their inherent infrastructure they can provide the ideal location to support large-scale UA. In Southwest Baltimore large food deserts are a serious health concern and represent a lack of access to healthy food options for residents. Carroll Urban Agriculture Park is a design response resulting from a detailed analysis of the existing Carroll Park Golf Course and the surrounding community of Southwest Baltimore. The design will create an urban farm in a park-like setting to provide readily accessible healthy food options and various educational opportunities, and to support current and future urban agriculture related businesses in Baltimore.

„Extremismus – Was tun?“ Ein Bildungsangebot der AK Oberösterreich im Spannungsfeld aktueller demokratiepolitischer Entwicklungen

Auch im betrieblichen Umfeld kann die Ausbreitung radikalistischer, rassistischer und rechtsextremer Tendenzen beobachtet werden. Was kann die gewerkschaftliche Weiterbildung im Rahmen der politischen Erwachsenenbildung hiergegen unternehmen? In der Arbeiterkammer Oberösterreich wurde eine Seminarreihe mit dem Titel "Extremismus - Was tun?" konzipiert, die sich in erster Linie an Betriebsrätinnen und Betriebsräte richtet. In insgesamt acht Einzelveranstaltungen sollen die Problematik von Alltagsrassismus, eigenen Vorurteilen, neuen gesellschaftlichen Entwicklungen und vor allem der Umgang mit diesen Herausforderungen im betrieblichen Umfeld erörtert werden. Der vorliegende Beitrag beschreibt die konzeptuellen Vorüberlegungen und Leitlinien der Bildungsarbeit der Arbeiterkammer und die Grundlagen, die Ausgestaltung und die Umsetzung dieses im Frühjahr 2016 gestarteten Erwachsenenbildungsprogramms. (DIPF/Orig.)

Augsburger Projekte und Initiativen zur Musikvermittlung. Versuch einer gründlichen Dokumentation

The focus of the "Augsburg Projects and Initiatives for Music Appreciation" study is the first-time survey and documentation of the current academic and extracurricular music appreciation projects in the core city of Augsburg. The basis for this data is derived from the assessment of written and verbal expert questionnaires as well as from supplemental internet research. This research project in the "Mozart City" Augsburg thus pursues several goals: The systematic representation of the heterogeneous activities in the area of music appreciation can promote improved networking among the participants and interested parties. At the same time, research in regional music education as well as research in the area of music appreciation shall be enriched by innovative facets. (DIPF/Orig.)

Projekt EDUCARE: Skalendokumentation zur Lehrkräftebefragung an Grundschulen

Die in diesem Dokument aufgeführten Skalen dienen der Erfassung der bildungsbezogenen Vorstellungen und Praktiken von Lehrkräften an Grundschulen. Die Skalen wurden im Projekt EDUCARE teils neu entwickelt, teils in Anlehnung an bestehende Instrumente konstruiert und ggf. an die Perspektive von Lehrkräften angepasst. Alle Items wurden mittels eines mehrstufigen Antwortformats erfasst. Ihr Einsatz erfolgte in einer vom Projektteam durchgeführten Datenerhebung mittels Fragebogen. Die Skalenkonstruktion fand auf Basis der erhobenen Primärdaten statt und orientierte sich an den Prinzipien der klassischen Testtheorie. Zu jedem Konstrukt werden deskriptive Kennwerte auf Item- und Skalenebene berichtet. Zur Beurteilung der Güte der Instrumente werden zwei Reliabilitätsmaße sowie die Trennschärfen der Items angegeben. Bei der Auswahl und Konzeption der gemessenen Konstrukte waren habitus- und milieutheoretische sowie kindheitstheoretische Annahmen leitend. Im Projekt ging es darum, ein möglichst breites Bild der im Habitus von Lehrkräften verankerten Vorstellungen, Ziele und Sollensvorstellungen in Bezug auf Betreuung, Bildung, Erziehung und Förderung zu erhalten. Zudem wurde die Praxis der Akteure in diesen Handlungsbereichen untersucht, um Rückschlüsse auf eine milieuspezifische Prägung der pädagogischen Arbeit von Lehrkräften ziehen zu können. Gerade mit Blick auf gegenwärtige, politisch dominante Leitbilder hinsichtlich der Ausgestaltung von Kindheit war es von Interesse, inwieweit Lehrkräfte diese Leitbilder teilen oder ihnen ablehnend gegenüberstehen. … Die Skalendokumentation ist wie folgt aufgebaut: Im Anschluss an (I.) eine einführende Darstellung des Forschungsprojekts werden (II.) das Vorgehen bei der Datenerhebung und die bei der Skalenkonstruktion verwendete Stichprobe beschrieben. Die zur Analyse der Items und zur Konstruktion der Skalen verwendeten Verfahren werden (III.) im nachfolgenden Abschnitt dargestellt. Der Hauptteil des Dokuments ist (IV.) eine thematisch geordnete Zusammenstellung der im Projekt eingesetzten Skalen. Damit wird zugleich ein Einblick in die deskriptiven Ergebnisse der Lehrkräftebefragung an Grundschulen gegeben. (DIPF/Orig.)

The South Carolina Juvenile Collateral Consequences Checklist

Federal and state laws impose a range of collateral consequences that affect the opportunities available to youth involved in the juvenile and criminal justice systems. Children who have pled or have been found guilty of juvenile delinquency offenses face challenges in gaining employment finding housing and accessing educational opportunities. This publication provides a community resource containing the most current information on the short-term and long-term consequences of delinquency adjudications in South Carolina.

Employment opportunities in Australia for educational researchers: A review of recent advertisements

The Australian Association for Research in Education (AARE) by promoting the conference theme has identified a need to be more proactive to ensure growth in the number of educational researchers. Within the Higher Education sector there are a number of methods used to encourage interest in a particular area, and these include policy, funding, sponsorship, employment and scholarships. There are three types of employment for academics: Research, Lecturing and Teaching and Learning and two types of scholarships: either students self-identify the topic or topics are targeted with associated funding. The aim of this study is to review the academic positions and targeted scholarships of Australian Universities and research organisations gathered from advertisements in a national newspaper. This will establish a baseline of recent practice from July to December, 2006 and identify opportunities for researchers in all Disciplines and specifically in education. Results reveal the two main groups for academics are Research and Lecturing, with a small number in Teaching and Learning. Although the Education Discipline is well represented overall (3rd in 12 Disciplines after Health and Science) in terms of research opportunities education then moves to 10th position. A further significant finding is the highly contractual nature of research versus the more stable, tenured environment for lecturing. There are a number of implications arising from this short study. Firstly, the Discipline of Education as a targeted area for research alone is significantly under-represented in the advertised positions but is well represented in lecturing where the role always requires teaching and research. Thus it seems the amount of time devoted to research by academics in the education Discipline is significantly lower than for health or science. Secondly, there are few industry/Government targeted scholarships in the education Discipline therefore any growth in numbers of educational researchers through postgraduate study is not expanded by funding to meet identified needs. In conclusion AARE, an association interested in promoting the growth of educational research, has an obvious need to encourage and review the outcomes of this study and perhaps adopt some of the successful strategies employed by other Disciplines to improve the opportunities for educational researchers in the future.

Family Mobility : Reconciling Career Opportunities and Educational Strategy

Family mobility decisions reveal much about how the public and private realms of social life interact and change. This sociological study explores how contemporary families reconcile individual members’ career and education projects within the family unit over time and space, and unpacks the intersubjective constraints on workforce mobility. This Australian mixed methods study sampled Defence Force families and middle class professional families to illustrate how families’ educational projects are necessarily and deeply implicated in issues of workforce mobility and immobility, in complex ways. Defence families move frequently, often absorbing the stresses of moving through ‘viscous’ institutions as private troubles. In contrast, the selective mobility of middle class professional families and their ‘no go zones’ contribute to the public issue of poorly serviced rural communities. Families with different social, material and vocational resources at their disposal are shown to reflexively weigh the benefits and risks associated with moving differently. The book also explore how priorities shift as children move through educational phases. The families’ narratives offer empirical windows on larger social processes, such as the mobility imperative, the gender imbalance in the family’s intersubjective bargains, labour market credentialism, the social construction of place, and the family’s role in the reproduction of class structure.

The development of the South Carolina Coastal Information Network and portal site: Bringing training opportunities and educational resources to coastal community officials and the public

The South Carolina Coastal Information Network (SCCIN) emerged as a result of a number of coastal outreach institutions working in partnership to enhance coordination of the coastal community outreach efforts in South Carolina. This organized effort, led by the S.C. Sea Grant Consortium and its Extension Program, includes partners from federal and state agencies, regional government agencies, and private organizations seeking to coordinate and/or jointly deliver outreach programs that target coastal community constituents. The Network was officially formed in 2006 with the original intention of fostering intra-and inter- agency communication, coordination, and cooperation. Network partners include the S.C. Sea Grant Consortium, S.C. Department of Health and Environmental Control – Office of Ocean and Coastal Resource Management and Bureau of Water, S.C. Department of Natural Resources – ACE Basin National Estuarine Research Reserve, North Inlet-Winyah Bay National Estuarine Research Reserve, Clemson University Cooperative Extension Service and Carolina Clear, Berkeley-Charleston-Dorchester Council of Governments, Waccamaw Regional Council of Governments, Urban Land Institute of South Carolina, S.C. Department of Archives and History, the National Oceanic and Atmospheric Administration – Coastal Services Center and Hollings Marine Laboratory, Michaux Conservancy, Ashley-Cooper Stormwater Education Consortium, the Coastal Waccamaw Stormwater Education Consortium, the S.C. Chapter of the U.S. Green Building Council, and the Lowcountry Council of Governments. (PDF contains 3 pages)

Employment opportunities in teaching and educational administration as reported to the office of treacher placement.

Mode of access: Internet.

Educational and training opportunities in sustainable agriculture /

"December 2000."

Developing knowledge precincts in regional towns: opportunities and challenges

While extensive literature exists on knowledge-based urban development (KBUD) focusing on large metropolitan cities, there is a paucity of literature looking into similar developments in small regional towns. The major aim of the paper is to examine the nature and potential for building knowledge precincts in regional towns. Through a review of extant literature on knowledge precincts, five key value elements and principles for development are identified. These principles are then tested and applied to a case study of the small town of Cooroy in Noosa, Australia. The Cooroy Lower Mill Site and its surroundings are the designated location for what may be called a community-based creative knowledge precinct. The opportunities and challenges for setting up a creative knowledge precinct in Cooroy were examined. The study showed that there is a potential to develop Cooroy with the provision of cultural and learning facilities, partnerships with government, business and educational institutions, and networking with other creative and knowledge precincts in the region. However, there are also specific challenges relating to the development of a knowledge precinct within the regional town and these relate to critical mass, competition and governance.