Barbara Schneider - Böcker

Opportunities for Learning brings together the works of one of the most highly regarded past presidents of the American Sociological Association, focusing on uncovering and addressing educational inequities in elementary and secondary schools.Few sociologists of education can rival the depth and breadth of Maureen T. Hallinan's contributions to the field. This book compiles her writings, some of which have never been published before, to bring the full insight of both her sociological imagination and her theoretical and empirical research. Through articles, book chapters, and invited lectures, Hallinan explores the interplay among theory, research, and policy. Other pieces focus on the importance of opportunities to learn, peer friendships, and ability grouping for instruction. She writes in depth about various attempts of educational reform and the effects of Catholic schools. Hallinan sought to address the enduring problems of sociological theorizing and research within education, and her writings contribute important insights and provide foundations for the next generation of social scientists.This collection demonstrates Hallinan's keen ability to communicate balanced inquiry by engaging multiple perspectives in her theoretical framework coupled with strong empirical testing of the relationships.

Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and paren

Co-published by Routledge for the American Educational Research Association (AERA)Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook.Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation.Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators.Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research.This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research.For more information on the American Educational Research Association, please visit: http://www.aera.net/.

Co-published by Routledge for the American Educational Research Association (AERA)Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook.Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation.Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators.Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research.This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research.For more information on the American Educational Research Association, please visit: http://www.aera.net/.

How do young people envision their occupational futures? What do teenagers feel about their schooling and after-school work, and how do these experiences affect their passage to adult work? These are the questions that psychologist Mihaly Csikszentmihalyi and sociologist Barbara Schneider posed in their five-year study of adolescents. The results provide an unprecedented window on society's future through which we can glimpse how today's youth are preparing themselves for the lives they will lead in the decades to come.

Scale-Up in Education, Volume 2: Issues in Practice explores the challenges of implementing and assessing educational interventions in varied classroom contexts. Included are reflections on the challenges of designing studies for improving the instructional core of schools, guidelines for establishing evidence of interventions' impacts across a wide range of settings, and an assessment of national efforts to bring reform to scale in high-poverty schools. This volume also includes findings and insights from several federally funded research projects charged with bringing conceptual and analytic rigor to studies of successful scale-up.All of the chapters address the challenges of conducting scientific research in schools and provide insights for obtaining the support of teachers and school administrators. The result is a highly readable volume ideally suited for educators interested in the issues that inform intervention research, researchers concerned with designing practical studies that are methodologically sound, and policymakers engaged in evidence-based school reform.

Scale-Up in Education, Volume 2: Issues in Practice explores the challenges of implementing and assessing educational interventions in varied classroom contexts. Included are reflections on the challenges of designing studies for improving the instructional core of schools, guidelines for establishing evidence of interventions' impacts across a wide range of settings, and an assessment of national efforts to bring reform to scale in high-poverty schools. This volume also includes findings and insights from several federally funded research projects charged with bringing conceptual and analytic rigor to studies of successful scale-up.All of the chapters address the challenges of conducting scientific research in schools and provide insights for obtaining the support of teachers and school administrators. The result is a highly readable volume ideally suited for educators interested in the issues that inform intervention research, researchers concerned with designing practical studies that are methodologically sound, and policymakers engaged in evidence-based school reform.

Scale-Up in Education, Volume 1: Ideas in Principle examines the challenges of "scaling up" from a multidisciplinary perspective. It brings together contributions from disciplines that routinely take promising innovations to scale, including medicine, business, engineering, computing, and education.Together the contributors explore appropriate methods for estimating the effects of innovations in larger, more diverse settings and provide theories and models to guide the design of innovations most likely to remain viable at large scales. Specially-commissioned commentaries also discuss the analytical requirements and theoretical possibilities of a program of educational research on scale-up built upon these foundations. This volume is ideally suited for researchers, policymakers, and graduate students charged with determining the effectiveness of educational interventions.With its insights into the conceptual and methodological prerequisites for obtaining rigorous, actionable evidence of intervention effects, the volume provides reading for program evaluation courses in schools of education and public policy.

Scale-Up in Education, Volume 1: Ideas in Principle examines the challenges of "scaling up" from a multidisciplinary perspective. It brings together contributions from disciplines that routinely take promising innovations to scale, including medicine, business, engineering, computing, and education.Together the contributors explore appropriate methods for estimating the effects of innovations in larger, more diverse settings and provide theories and models to guide the design of innovations most likely to remain viable at large scales. Specially-commissioned commentaries also discuss the analytical requirements and theoretical possibilities of a program of educational research on scale-up built upon these foundations. This volume is ideally suited for researchers, policymakers, and graduate students charged with determining the effectiveness of educational interventions.With its insights into the conceptual and methodological prerequisites for obtaining rigorous, actionable evidence of intervention effects, the volume provides reading for program evaluation courses in schools of education and public policy.

Although today's family has changed, the workplace has not—and the resulting one-size-fits-all workplace has become profoundly mismatched to the needs of an increasingly diverse and varied workforce. As changes in the composition of the workforce exert new demands on employers, considerable attention is being paid to how workplaces can be structured more flexibly to achieve the goals of employers and employees. Workplace Flexibility brings together sixteen essays authored by leading experts in economics, demography, political science, law, sociology, anthropology, and management. Collectively, they make the case for workplace flexibility, as well as examine existing business practices and public policy regarding flexibility in the United States, Europe, Australia, and Japan. Workplace Flexibility underscores the need to realign the structure of work in time and place with the needs of the changing workforce. Considering the positive and negative consequences for employer and employee alike, the authors argue that, although there is not an easy solution to creating and implementing flexibility practices—in the United States or abroad—redesigning the workplace is essential if today's workers are effectively to meet the demands of life and work and if employers are successfully able to attract and retain top talent and improve performance.

Although today's family has changed, the workplace has not—and the resulting one-size-fits-all workplace has become profoundly mismatched to the needs of an increasingly diverse and varied workforce. As changes in the composition of the workforce exert new demands on employers, considerable attention is being paid to how workplaces can be structured more flexibly to achieve the goals of employers and employees. Workplace Flexibility brings together sixteen essays authored by leading experts in economics, demography, political science, law, sociology, anthropology, and management. Collectively, they make the case for workplace flexibility, as well as examine existing business practices and public policy regarding flexibility in the United States, Europe, Australia, and Japan. Workplace Flexibility underscores the need to realign the structure of work in time and place with the needs of the changing workforce. Considering the positive and negative consequences for employer and employee alike, the authors argue that, although there is not an easy solution to creating and implementing flexibility practices—in the United States or abroad—redesigning the workplace is essential if today's workers are effectively to meet the demands of life and work and if employers are successfully able to attract and retain top talent and improve performance.

Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and parents.Asserting that most American school systems are driven by administrative needs, the authors propose school designs that would shift the focus to student achievement output as the driving force behind public education. The move from an administratively driven system to an output-driven system would require the use of external standards a method of evaluating school and student performance gains over time a means of rewarding students, teachers and parents for academic performance gains and the encouragement of informal norms that would support the new educational goals. Basing their recommendations on two national longitudinal data sets, each with a sample of over 1000 schools exhibiting variations in organizational design, the authors identify specific variations that have been shown to promote growth and achievement.

Government policies at the state, local, and federal levels have always shaped the daily lives of U.S. schools. Issues of equity and access dominate, and the newer issue of global competition is also important. This volume of essays by noted theorists and practitioners considers current educational policy issues. Topics and contributors include: Achievement and Mobility-Aaron Pallas; Tracking-Maureen Hallinan; Dropouts-Gary Natriello; Governing the Big-City School System-Kenneth Wong; International and Comparative Analysis-Rolland Paulston; Politics of a National Curriculum-Michael Apple; School Leadership-James Cibulka; Parental and Community Involvement-Mary Driscoll; Advocacy-Judith Cohen; Reform and Policy-Kathy Borman, et al. An index is provided.

Government policies at the state, local, and federal levels have always shaped the daily lives of U.S. schools. Issues of equity and access dominate, and the newer issue of global competition is also important. This volume of essays by noted theorists and practitioners considers current educational policy issues. Topics and contributors include: Achievement and Mobility-Aaron Pallas; Tracking-Maureen Hallinan; Dropouts-Gary Natriello; Governing the Big-City School System-Kenneth Wong; International and Comparative Analysis-Rolland Paulston; Politics of a National Curriculum-Michael Apple; School Leadership-James Cibulka; Parental and Community Involvement-Mary Driscoll; Advocacy-Judith Cohen; Reform and Policy-Kathy Borman, et al. An index is provided.

Examines public discourse from the Progressive Era over the state's right to regulate women's bodies and their reproductionWhen Justice Oliver Wendell Holmes determined in 1927 that sterilization was a legitimate means of safeguarding the nation's health, he was asserting the state's right to regulate the production of the national body. His opinion represented a culmination of arguments about reproduction and immigration that had been circulating for years but that intensified during the Progressive Era. Arguments about reproductive and immigration practices surged to the foreground, and tectonic shifts in the conceptual schemes and practices of reproduction in the United States followed.  Drawing on feminist historiography and genre studies, Corporal Rhetoric: Regulating Reproduction in the Progressive Era explores the rhetoric of medical research, new technologies, and material practices that shifted the idea of childbirth as an act of God or Nature to a medical procedure enacted by male physicians on the bodies of women made passive by both drugs and discourse. Barbara Schneider considers how efficiency, the hallmark of scientific management, was raised to a cardinal virtue by its inclusions in the powerful mediums of presidential speeches, national educational policies, and eugenics discourse to reclassify babies, long regarded as gifts, as either valuable assets or defective products.  Schneider shows how the legal system drew upon medicine, scientific management, and the emerging discipline of sociology to restrict women's labor in order to preserve reproductive capacity, categorized by Supreme Court opinions as a public good rather than a private capacity. Throughout, she ties the arguments developed during this era to current debates about mothering rhetorics, reproductive rights, immigration, and conceptions of the nation.  By weaving together medical research reports, clinical practices, case studies, legal opinions and legislative acts, and the epistemology of scientific management, Schneider illuminates the network that women such as Margaret Sanger, Jane Addams, Lillian Gilbreth and multiple others negotiated as they sought to give women room to exercise their reproductive capacity. Through her analysis of the machinery of these discourses and the material uptake of their genres in the daily practices of reproductive bodies, Schneider offers a provisional theory of corporal rhetoric that begins to answer the call for a new material theory of the body.

Hearing (Our) Voices describes two innovative participatory action research projects - one on communication with medical professionals, the other on housing - carried out by a group of people diagnosed with schizophrenia under the guidance of Professor Barbara Schneider. Participants designed the research, conducted interviews and focus groups, participated in data analysis, and disseminated research results through a number of innovative strategies including theatre performances, a documentary film, a graphic novel, and a travelling exhibit.Emerging from these projects is the central and significant finding that people diagnosed with schizophrenia are caught between their dependence on care and their longing for independent lives. The research presented in Hearing (Our) Voices points to a way to resolve this paradox and transform lives through the inclusion of people diagnosed with schizophrenia in research, in decision-making about their own treatment and housing, and in public discourse about schizophrenia.

The Sage Handbook of Sociology of Education is an international and comprehensive groundbreaking text that serves as a touchstone for researchers and scholars interested in exploring the intricate relationships between education and society. Leading sociologists from five different continents examine major topics in sociology from a global perspective.

This timely, thought-provoking Handbook features contributions from leading and emerging sociology scholars, who provide their own cultural and historical perspectives on diverse—yet universal—topics; these include educational policy, social stratification, and cross-national research.

39 Chapters delve into the pressing issues faced by our global society, such as the effects of residential mobility on educational outcomes, gender and ethnic inequalities, and the impact of COVID-19 on early childhood education. Readers will gain a multifaceted view of the contours of educational inequality, from various international perspectives and focusing on country differences, as well as recommendations for expanding the practices, programs, and policies that could reduce the rising tide of inequities—especially for populations most at risk.

This Handbook offers rich, diverse perspectives on the interplay between education, social inequality, and human rights around the world, making it an invaluable resource for students, researchers, and practitioners across a range of fields, including sociology, education, and social policy.

PART 1: Education and Persistent Inequality PART 2: Social & Family Contexts PART 3: Schools & Educational Policy PART 4: Neighborhoods & Community PART 5: Education & Innovation in a Global Context

Science Education Through Multiple Literacies explores how the use of project-based learning in elementary science education fosters a lifelong scientific mindset in students. The book provides educators with the teaching practices to help students develop an overall science literacy that aligns with Next Generation Science Standards.Editors Joseph Krajcik and Barbara Schneider and the book’s contributors offer a comprehensive overview of the Multiple Literacies in Project-Based Learning (ML-PBL) approach to science learning, which interweaves scientific ideas and practices, language literacy, and mathematical thinking. ML-PBL supports the teaching of science by paralleling what scientists do: it engages students and their teachers in investigating real-world questions, constructing models, and using evidence to evaluate claims.The book presents compelling case studies of ML-PBL, how teachers use them, and how the teachers’ enactment transforms the classroom into an environment that builds and supports academic and student SEL. Representing both urban and suburban schools, the case studies include classroom observations, student and teacher interviews, and student artifacts to illustrate how to make science relevant in students’ lives.Krajcik and Schneider note that classroom enactment of ML-PBL requires intentional instructional practices and new ways of thinking about what it means to learn. Easing this challenge, they equip elementary science teachers with curricular resources including high-quality instructional materials, professional-learning exercises, and formative assessments.Science Education Through Multiple Literacies provides the necessary elements to transform science teaching and learning so that students learn the skills to navigate with confidence through our complex world.

This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.

This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good. It presents a range of conceptions of the evidence-based and evidence-informed education and a justification for why the particular examples or issues chosen fit within that conception for the sake of public good. It explores the current literature on evidence-based and evidence-informed educational policy, research and practice, and introduces a new term, ‘evidence free’, meaning actions of some policymakers who disregard or misuse evidence for their own agenda. The demands about the quality and relevance of educational research to inform the policy and practice have been growing over the past decade in response to the Evidence-Based Education movement. However the literature is yet to tackle the question of the interrelationships between evidence, research, policy and practice in education for the public good in an international context. This book fills that gap.

This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.

This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good.

Auf diesem Weg werden eventuelle Schwachstellen sowie Möglichkeiten für deren Beseitigung und für die Steigerung der Dienstleistungsfähigkeit aufgezeigt.

Das Alter bietet Chancen und Entwicklungspotenziale, wie zum Beispiel die „späte Freiheit“, die Perspektiven eröffnet und ein erfülltes Leben ermöglicht. Die Schattenseiten des Alters aber sind Einschränkungen und Verluste im körperlichen und psychosozialen Bereich. Altwerden ist oft belastend und schwer zu ertragen. Die heute 70-Jährigen sind im Durchschnitt geistig und körperlich zwar so fit wie die 60- bis 65- Jährigen vor 30 Jahren. Tatsache ist aber auch, dass Krankheitsanfälligkeit und -häufigkeit nach dem Überschreiten des 80. Lebensjahres zunehmen. Behinderungen in der Alltagsbewältigung erschweren das bisher gewohnte Leben. Hilfe- und Pflegebedürftigkeit werden wahrscheinlicher. Wenn geistige Fähigkeiten nachlassen, soziale Beziehungsnetze brüchiger werden und deutliche Verluste zu verkraften sind, kann für manche ältere Menschen das Dasein so zur Last werden, dass sie nicht mehr leben wollen. In diesem Buch werden die aktuellen Forschungsergebnisse und klinischen Erfahrungen rund um das Thema der Suizidgefährdung und -prävention im Alter ausführlich dargestellt und analysiert. Das Buch richtet sich an Pflegende, Therapeuten, Sozialpädagogen, Psychiater, Psychotherapeuten, andere Professionelle und an Ehrenamtliche, die mit älteren Menschen arbeiten. Alle wichtigen Aspekte, von „Zahlen und Fakten“, bis zum „Erkennen, Vorbeugen und Behandeln“ werden angesprochen und von einem renommierten Herausgeber- und Autorenteam in ihrem Gesamtkontext diskutiert.

Das erfolgreiche Lehrbuch in der 7. Auflage vermittelt Lernenden und Lehrenden in der Logopädie Grundlagen und evidenzbasiertes Wissen für eine Therapie von Aphasie nach ICF. Die detaillierte Beschreibung spezifischer Beeinträchtigungen, z.B. von Alexien, Agraphien und Akalkulien, ermöglicht eine umfassende Diagnostik und Therapie kommunikativer Störungen nach Schlaganfall. Hinweise zur Phase der Rehabilitation und zu Erholungsprozessen des Gehirns helfen gezielt bei der Planung und Durchführung der Aphasietherapie.Zu den einzelnen Störungsbereichen wie beim Sprachverständnis, der Wortfindung oder des Wortabrufs oder der Satzbildung finden Therapeuten bewährte Übungen, Hilfen und ausgewähltes Übungsmaterial. Auch auf Krankheitsbewältigung, soziale Integration und berufliche Reintegration wird eingegangen.Die 7. Auflage wurde umfassend überarbeitet und um zahlreiche Themen ergänzt, z.B. Bildgebung und Neuromodulation, partizipationsorientierte Diagnostik, Methodender Unterstützten Kommunikation und technologiegestützten Aphasietherapie. Plus: Exkurse ermöglichen gezielt eine thematische Vertiefung.Ein Standard für die Behandlung von Patienten mit Aphasie für Auszubildende und Studierende der Logopädie sowie bereits erfahrene Sprachtherapeutinnen und Sprachtherapeuten zum Nachschlagen und Vertiefen.

Das Buch erläutert die Diagnostik und Therapie der schlafbezogenen Atmungsstörungen bei Säuglingen, Kindern und Jugendlichen aus interdisziplinärer Perspektive. Es behandelt sowohl die Atmungsstörungen im Säuglingsalter und die meist sekundären Hypoventilationen als auch die Obstruktionen der oberen Atemwege wie das Schnarchen oder die obstruktive Schlafapnoe bei Kindern und Jugendlichen.