Journal articles: 'Elementary Education Act 1870'

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Parker, Stephen G., Sophie Allen, and Rob Freathy. "THE CHURCH OF ENGLAND AND THE 1870 ELEMENTARY EDUCATION ACT." British Journal of Educational Studies 68, no. 5 (August 7, 2020): 541–65. http://dx.doi.org/10.1080/00071005.2020.1801985.

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Turner, Michael J. "Beresford Hope, the Church of England, and the Elementary Education Act of 1870." Journal of Anglican Studies 17, no. 2 (November 2019): 198–217. http://dx.doi.org/10.1017/s1740355319000275.

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AbstractHistorians have used a number of political, social, and other factors to explain the controversy surrounding elementary education in Victorian Britain. This article underscores the importance of religious motivations. The Act of 1870 – a significant extension of state responsibility – did not end debates about the purpose of education and the pros and cons of government involvement and religious instruction. Prominent among voluntaryists and anti-secularists was A. J. Beresford Hope, whose position offers useful insights into the educational agencies of the Church and the manner in which churchmen responded to new circumstances. This article explains Hope’s attitude and uses it to explore some of the causes and consequences of the Act of 1870. What type of schooling best suited the British people? Should it have a basis in something other than religion? How could the Church and its supporters meet the challenges posed by education reform?

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Smith, John T. "The Wesleyans, The ‘Romanists’ and the Education Act Of 1870." Recusant History 23, no. 1 (May 1996): 127–42. http://dx.doi.org/10.1017/s0034193200002181.

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The Wesleyan Church in the second half of the nineteenth century exhibited a high degree of anti-Catholicism, a phenomenon which had intensified with the ‘Romanising’ influence of the Tractarian movement in the Church of England. To many Wesleyans Roman and Anglo-Catholicism seemed synonymous and the battleground of faith was to be elementary education. The conflict began earlier in the century. When in 1848 Roman Catholic schools made application to the government for grants similar to those offered to the Wesleyans there was an immediate split in Wesleyan ranks. At the Conference in Hull in 1848 Beaumont, Osborn and William Bunting attacked their leadership. They claimed that Methodists should not accept grants in common with Catholics. Jabez Bunting, the primary Wesleyan spokesman of his age, was however rather less critical of the Roman Catholic Church than he had been previously and clearly advocated the continuation of the grant:

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Mcculloch, Gary. "COMPULSORY SCHOOL ATTENDANCE AND THE ELEMENTARY EDUCATION ACT OF 1870: 150 YEARS ON." British Journal of Educational Studies 68, no. 5 (September 2, 2020): 523–40. http://dx.doi.org/10.1080/00071005.2020.1831434.

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von Arx, Jeffrey. "Engaging the Liberal State II: Cardinal Manning and the Royal Commission of 1886." British Catholic History 35, no. 3 (May 2021): 294–315. http://dx.doi.org/10.1017/bch.2021.4.

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As Archbishop of Westminster, Henry Edward Manning had been much involved in negotiations over the Elementary Education Act of 1870 (Forster’s Act), which aimed at establishing a national system of elementary education. By the early 1880s, Manning was dissatisfied with the operation of the Act, because the secular board schools, financed from rates, had become substantial competitors with the voluntary denominational schools, which were supposed to be the backbone of the system. This established, in effect, a dual system of secular and denominational education, which Manning believed the Act had never envisioned. He lobbied for a Royal Commission to amend the Act, which Lord Salisbury granted in 1886 (the Cross Commission), with Manning as a member. In his work on the Commission, Manning was motivated by three principles, which he believed were critical for the engagement of religious bodies with the liberal state. The first was cross-denominational collaboration in support of religious education. The second was voluntarism so as to prevent state control. The third was localism as opposed to centralization, which was eventually realized with the creation of County Councils by the Local Government Act of 1888, upon whom the supervision of schools eventually devolved.

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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain." History of Education Quarterly 48, no. 3 (August 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.

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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.

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Konířová, Marta. "School Libraries in the 19th Century: Control, Support and Control Again." Acta Musei Nationalis Pragae – Historia litterarum 63, no. 3-4 (2019): 139–45. http://dx.doi.org/10.2478/amnpsc-2018-0019.

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The development of school libraries established at schools providing elementary education in the 19th century is closely related to the development of this type of schools after 1774, when the General School Rules were published. For the first time, they referred to education as a political issue and declared the interest of the state in the education of all the population. In the 1820s, a decree of the court study committee ordered district school supervisors to inspect books in school libraries and gave them the right to decide whether a particular book fits into the school library. In 1869, a new school act cancelled the supervision of the Church over schools and transferred it to the state. First, the state supported school libraries by listing them among the teaching aids that should be available for every school. In addition, a decree of the Ministry of Cult and Education encouraged the establishment of school libraries where they were still missing. Subsequently (1875), however, the ministry ordered teachers to check new books acquired by school libraries, to inspect also all the other books already deposited in the libraries and to discard all of those that were unsuitable. Ten years later (1885), new inspection of all school libraries was ordered.

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Malvankar, Alka. "Elementary School Education and the Right to Education Act, 2009." Sociological Bulletin 67, no. 2 (June 11, 2018): 220–35. http://dx.doi.org/10.1177/0038022918775503.

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In India, vide Right to Education Act, 2009, elementary school education has been made a fundamental right of children between the ages of 6 and 14 years. The objective is to achieve the goal of universal elementary education for all. The Right to Education Act, 2009, has also allocated 25 per cent places in private schools for socially disadvantaged children. In the course of assessing the social effect of Right to Education Act, 2009, existing literature has been analysed. Although India has measured great strides in enlisting school enrolment, some problems exist. An attempt has been made to elicit the state of school education in India by analysing the growth of private schools and the facts in state schools. Some suggestions have been made to improve the educational situation in schools in the given social circumstances.

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Baker, Gordon. "The romantic and radical nature of the 1870 Education Act." History of Education 30, no. 3 (May 2001): 211–32. http://dx.doi.org/10.1080/00467600010029320.

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Hirst, J. David. "Public health and the public elementary schools, 1870‐1907." History of Education 20, no. 2 (June 1991): 107–18. http://dx.doi.org/10.1080/0046760910200203.

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Kumar, Abhay, Sudheer Kumar Shukla, Mary Panmei, and Vir Narayan. "Right to Education Act: Universalisation or Entrenched Exclusion?" Journal of Social Inclusion Studies 5, no. 1 (June 2019): 89–111. http://dx.doi.org/10.1177/2394481119849272.

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Right to Education (RTE) Act is intended to provide free and compulsory elementary education to all children aged 6–14 years. This article examines key constituents of elementary education in view of the RTE Act such as current attendance rate, types of institutions, medium of instruction, neighbourhood schools, Monthly per capita expenditure on elementary education (MPCEE)and incentives during pre- and post-RTE period using National Sample Survey Organisation’s 64th (2007–2008) and 71st (2014) round of unit level data. The result shows that far from the universalisation, exclusion is getting entrenched across gender, sector, and socio-religious and economic groups. Female children, children from deprived socio-religious groups, rural areas and from the bottom MPCE quintile have not only fared lower in most of the studied parameters during the pre-RTE period, but the gap from their counterpart has widened immensely during the post-RTE period. Free education has declined and monthly per capita expenditure on elementary education has increased sharply. Children are moving out of the government to private schools. The findings raise serious questions on the intention of the government to fulfil its mandate under RTE.

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Wrabel, Stephani L., Andrew Saultz, Morgan S. Polikoff, Andrew McEachin, and Matthew Duque. "The Politics of Elementary and Secondary Education Act Waivers." Educational Policy 32, no. 1 (February 25, 2016): 117–40. http://dx.doi.org/10.1177/0895904816633048.

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Executive leadership of the U.S. Department of Education (USDOE) initiated a flexibility offering from No Child Left Behind. Our work explores specific design decisions made in these state-specific accountability systems as associated with state political environments, resources, and demographic characteristics. Our analysis, focused on 42 states with approved flexibility waivers, provides some evidence that design decisions are associated with prior education policies, political leanings, and financial resources within each state. Policymakers should also take note, as these results suggest that state political factors may influence how state policymakers will react in future negotiations with the USDOE.

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Monks, Geoff. "The Duke of Portland and his Agent: The Education Act of 1870." Family & Community History 19, no. 2 (July 2, 2016): 95–105. http://dx.doi.org/10.1080/14631180.2016.1216347.

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Copeland, Ian. "The making of the dull, deficient and backward pupil in British elementary education 1870–1914." British Journal of Educational Studies 44, no. 4 (December 1996): 377–94. http://dx.doi.org/10.1080/00071005.1996.9974083.

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Griffin, Colin. "Learning to labour: elementary education in the Leicestershire and South Derbyshire coalfield c. 1840-1870." History of Education 31, no. 2 (March 2002): 95–116. http://dx.doi.org/10.1080/00467600110109230.

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Uglešić, Sanda. "Položaj pučkih učitelja u svjetlu Zakona ob uredjenju pučke nastave i obrazovanja pučkih učitelja u Kraljevinah Hrvatskoj i Slavoniji iz godine 1888." Magistra Iadertina 5, no. 1. (April 9, 2018): 159–67. http://dx.doi.org/10.15291/magistra.1484.

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Consequences of the Act on Organization of Elementary Schools and Education of Elementary School Teachers in Kingdom of Croatia and Slavonia from 1888 are discussed in this paper through the analysis of certain legal provisions that regulated the position of teaching staff in elementary schools at the turn of the 20th century within Austro-Hungarian Monarchy. That period was marked by the efforts of teachers to improve material conditions of their life and work that deteriorated significantly after the Act was passed in 1888. Difficulties that occurred after the teachers' acquired rights were abolished had negative effect on elementary education, which resulted in unprofessional classes, dispersion of teaching staff to other professions, and closure of the existing elementary schools. Status of female teaching staff in elementary schools was determined by controversial Article 152 of the new Act, which invaded their privacy, but under the pressures of the public and real needs of schools the article was later corrected.

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David A. Gamson, Kathryn A. McDermott, and Douglas S. Reed. "The Elementary and Secondary Education Act at Fifty: Aspirations, Effects, and Limitations." RSF: The Russell Sage Foundation Journal of the Social Sciences 1, no. 3 (2015): 1. http://dx.doi.org/10.7758/rsf.2015.1.3.01.

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Nelson, Adam R. "The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education." History of Education Quarterly 56, no. 2 (May 2016): 358–61. http://dx.doi.org/10.1111/hoeq.12186.

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For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice-president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brawn University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks.

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Kumar, Manik, Nicky Naincy, and Rahul Ranjan. "Elementary Education in India in the Era of Universalization of Education: Instrument of Access or the Perpetuation of Inequality." Emerging Economy Studies 4, no. 2 (September 13, 2018): 218–31. http://dx.doi.org/10.1177/2394901518795073.

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Sixty years of policymaking in the arena of elementary educational reforms in India and global focus through the Millennium Development Goals (MDGs) have seen progress along with persisting inequality in access to education especially for socioeconomic and marginalized sections across the regions. This article focuses on analysis of two goals of MDGs which is related to universalization of education and reducing gender inequality in access to elementary education after introduction of policy interventions such as Sarva Shiksha Abhiyan (SSA) and Right to Education (RTE) Act in India through Gender Equity Index (GEI) and Disparity Index (DI) in Gross Enrollment Ratio (GER). Results are still consistent with the fact that even after incentives such as SSA and RTE, the scenario of elementary education has not changed much for the deprived sections, even it has shown a declining trend after 2009 for Scheduled Tribes (ST) children. The social reproduction of inequality is being manifested now in the quality of elementary education in India.

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Hoque, Nurzamal, and Ratul Mahanta. "Gender Gaps in Elementary Education in India in the post Right to Education Act Period: Implications for Policy." Space and Culture, India 8, no. 2 (September 29, 2020): 117–28. http://dx.doi.org/10.20896/saci.v8i2.841.

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While the gender gaps in elementary education in India have almost been eliminated, we obtain somewhat different picture when adjusting the gaps to the appropriate school-age children (6-14 years) and the number of the child population. We calculate gender gaps in enrolment, transition rate (from primary to upper primary level), achievement in the examination, and test scores in different subjects in the post Right to Education Act period and obtain that girls are ahead of the boys in almost all aspects. The age-adjusted gender gap in enrolment has improved, implying that over time girls are more likely to enrol in schools within the appropriate school-age. Also, fewer girls are expected to remain out of schools compared to boys within the appropriate school-age. Perhaps, this progress in enrolment has resulted in better performances of girls in transition rate, achievement in examinations and test scores in individual subjects. The rising girls’ performance on different indicators of elementary education indicates the potential impacts of female share on future labour market.

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McCue, Harvey. "Op-Ed: First Nations Elementary & Secondary School Education – A National Dilemma." Critical Social Work 19, no. 2 (December 17, 2018): 111–23. http://dx.doi.org/10.22329/csw.v19i2.5683.

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During the past five years, First Nations elementary-secondary education has been the focus of some useful recommendations in two major reports: The Senate Standing Committee on Aboriginal Peoples in 2011, “Reforming FN Education: From Crisis to Hope,” and the 2012 Report of the National Panel on First Nations Elementary-Secondary Education. In response, the Harper government introduced Bill C-33 in 2014, the first-ever federal First Nations Education Act. Both reports identified much-needed reforms and despite vociferous opposition by most First Nations leaders the First Nations Education Act was a serious effort to accommodate some of them. But neither the reports nor the eventually torpedoed Bill C-33 zeroed in on the three key components that serve as the foundation of any education program: teachers, principals, and the curriculum. If these three elements remain untouched in the new Liberal government’s First Nations education policies, First Nations education outcomes will continue to be a national humiliation. This conceptual paper offers a critique of the provincial and federal governments’ approaches to remedying the dire condition of elementary and secondary school education for First Nations youth, with a focus on teachers, principals, and curriculum.

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Park, Vicki, Elise St John, Amanda Datnow, and Bailey Choi. "The Balancing Act." Journal of Educational Administration 55, no. 4 (July 3, 2017): 390–406. http://dx.doi.org/10.1108/jea-09-2016-0098.

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Purpose The purpose of this paper is to examine how data are used in classroom placement routines. The authors explore educators’ assumptions about the purposes of the classroom placement routine, detailing the ostensive (i.e. structure and template) and performative aspects of the routine itself, and the implications of data use for equity and leadership practices. Design/methodology/approach Using a multi-site case study involving in-depth interviews of teacher and school leaders and observations of meetings, the authors examined the role that data played in classroom placement routines in three elementary schools in the USA. Findings Findings show that educators across schools collected similar types of multi-dimensional data; however, analysis and decision-making processes varied based on their assumptions and goals. Assessing student needs holistically and balancing students across classes based on academic diversity, behavioral or socio-emotional needs, gender and teacher workload were consistent patterns. There was a distinct difference between collecting data and actually using it as a basis of decision making. Research limitations/implications These findings highlight the importance of using in-depth observations to understand data use in schools. Educators’ assumptions and philosophies about classroom placement contributed to the pattern of discussion and decisions made throughout the routines. Delving deeper into how data are used in specific routines and organizational contexts can illuminate how data use is socially constructed and enacted for equity. Practical implications Educators who guide school routines have the power to maintain taken-for-granted assumptions about students, or to create counter-narratives. Originality/value This study provides insights into classroom and student placement processes by emphasizing the social and interactional dimensions of data use as they unfold in practice. It also extends empirical knowledge about the purposes, dimensions, and uses of data-driven decision making models.

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Cho, Hyun-Jeong, Michael Wehmeyer, and Neal Kingston. "Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination." Journal of Special Education 45, no. 3 (March 16, 2010): 149–56. http://dx.doi.org/10.1177/0022466910362588.

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The No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004) emphasize accountability to improve student academic achievement. Promoting self-determination has been proposed as a means to achieving this outcome. Elementary teachers in 30 states were surveyed to measure (a) their perceived importance of self-determination, (b) to what extent they teach it, and (c) the barriers that inhibit them from teaching it. Both general and special educators assigned considerable importance to self-determination instruction and reported at least occasionally providing such instruction. The authors found a lack of congruence between the value teachers place on promoting self-determination and the time they devote to teaching it. Limitations and implications are discussed, and suggestions for future research are offered.

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Gattoo, Muneeb Hussain, and Mujeeb Hussain Gattoo. "Problems of India's Elementary Education System and Right to Free and Compulsory Education Act–A Critical Appraisal." Journal of Exclusion Studies 3, no. 2 (2013): 136. http://dx.doi.org/10.5958/j.2231-4555.3.2.018.

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Kawada, Kazuo, Katsuya Okamoto, Teruyuki Tamai, and Yoshihiro Ohnishi. "A Study on Developmentally Appropriate Programming Education Learning Materials for Lower-Elementary School Students." Journal of Robotics and Mechatronics 31, no. 3 (June 20, 2019): 441–51. http://dx.doi.org/10.20965/jrm.2019.p0441.

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In Japan, programming education will be introduced in the Courses of Study for Elementary School from FY2020. Although various studies have been conducted on this topic, very few have examined Japanese elementary school computational thinking in terms of the developmental stages of elementary school children. Thus, we developed programming learning materials using concrete objects that can be understood by lower-elementary students. Specifically, we divided program-oriented thinking into three steps: concrete, logical, and abstract thinking; we then made the pupils carry out work in this order to encourage them to think of the sequence of actions necessary to implement the intended act, which involved the measurement and control of an illumination system. Furthermore, we discuss the validity of the proposed material based on questionnaire results of student participants and their parents of a workshop.

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Goldsmith, Susan Secor. "Implementing Elementary History and Social Science: A Three-Step Plan of K-4 Curriculum Design." Journal of Education 180, no. 1 (January 1998): 15–31. http://dx.doi.org/10.1177/002205749818000103.

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Massachusetts' History and Social Science Curriculum Framework emphatically describes history and social science as a core academic subject at the elementary school level, devoting a separate section to its study in primary grades. It carries out a provision of the 1993 Massachusetts Education Reform Act for standards-based improvement, calling for more substantive study in elementary schools. The Framework's appearance should result in serious new attention being given an area of school study that, as social studies, has had little or no demonstrable academic effect and has left students largely indifferent. But teachers and schools charged with bringing existing elementary curricula into alignment with the Framework's Core Knowledge requirements in history and social science may face both a departure from what is currently done and an encounter with unfamiliar subject matter and resources. “What's a teacher to do?” The author addresses curriculum and course design by organizing some chief considerations of elementary history and social science study into a three-step plan for implementation that discusses the selection and organization of topics for elementary study, their classroom presentation, and the resources available to support the alignment effort.

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Abril, Carlos R., and Brent M. Gault. "The State of Music in the Elementary School." Journal of Research in Music Education 54, no. 1 (April 2006): 6–20. http://dx.doi.org/10.1177/002242940605400102.

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This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs. September 15, 2005 November 30, 2005

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Casalaspi, David. "The Making of a “Legislative Miracle”: The Elementary and Secondary Education Act of 1965." History of Education Quarterly 57, no. 2 (April 28, 2017): 247–77. http://dx.doi.org/10.1017/heq.2017.4.

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The 1965 Elementary and Secondary Education Act (ESEA) was one of the most significant legislative accomplishments in twentieth-century American politics. To date, legislative histories have usually argued that the ESEA's passage was the result of either auspicious political circumstances or the political skill of the Johnson White House. Complicating these histories, I argue here that the ESEA was the result of skillful entrepreneurship on the part of policymakers in the White House and in Congress, and that while some auspicious political circumstances existed, these had less to do with the 1964 landslide election and more to do with subtler changes in congressional rules and commitment assignments that had taken place over the previous decade. I illustrate how ESEA supporters collectively overcame daunting legislative roadblocks, including a fractious House of Representatives and the “Three Rs.” I conclude by reflecting on the relevance of the 1965 debates for today's education policy environment.

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Feriandi, Yoga Ardian, Dasim Budimansyah, and Kokom Komalasari. "Studies on the Ecological Competence of Civic Education in Primary Schools." Madrasah 13, no. 2 (June 30, 2021): 173–85. http://dx.doi.org/10.18860/mad.v13i2.12291.

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The development of the world of technology has provided many changes in the pattern of human life, including influencing environmental phenomena that have an impact on the way of life of citizens. To prevent environmental destruction. So ecological education is one of the efforts to continue the effort to create citizens who care about the environment with their environmental characteristics. This study aims to examine the ecological competence of elementary school students through civic education in building awareness of the environment. The approach used in this research is qualitative with the literature study method. The results of the analysis and study in this study indicate: 1) the competence of knowledge and ecological strategies of elementary school students is formed through civic education, 2) elementary school students can act on environmental issues, 3) elementary school students have the quality to address environmental issues through civic education. So that the conclusion in this study is that the ecological competence of elementary school students can be formed through civic education, the output of which is that these students have environmental skills and character in utilizing their environment.

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Skinningsrud, Tone, and Randi Skjelmo. "Regional Differentiation and National Uniformity: Norwegian Elementary School Legislation in the Eighteenth and Early Nineteenth Century." Nordic Journal of Educational History 3, no. 1 (May 24, 2016): 25–45. http://dx.doi.org/10.36368/njedh.v3i1.66.

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Previous research on Norwegian educational reforms after 1814, the year when Norway became a constitutional state, has emphasized the conservatism of the elementary education acts of 1816 and 1827. Contrary to expectations for a constitutional state, these acts did not reflect a concern for fostering politically active citizens. Neither did they follow up the enlightenment idea of teaching secular knowledge to the common people. We raise a new question concerning post-1814 educational legislation in Norway: was there an increased emphasis on national uniformity after 1814? A close reading of the earlier 1739/41 acts and the 1827 act, including the Plan and Instruction from 1834, studies of the debates in the Norwegian Parliament 1815–1827 and the temporary 1816 act on elementary education, show that policy after 1814 emphasised national uniformity more than before. Despite continued local funding of elementary schooling, national policy and legislation promoted uniformity.

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Easton-Brooks, Donald, and Alan Davis. "Teacher qualification and the achievement gap in early primary grades." education policy analysis archives 17 (August 10, 2009): 15. http://dx.doi.org/10.14507/epaa.v17n15.2009.

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Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.

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Meier, Lori Turner. "Questioning the Problematic Nature of School Culture in Elementary Teacher Education." Journal of Culture and Values in Education 2, no. 1 (May 6, 2019): 34–44. http://dx.doi.org/10.46303/jcve.02.01.3.

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This essay seeks to serve as both commentary and plea to elementary teacher educators and gatekeepers. It first asks us to consider that the culture of elementary teacher education, while characteristically an honorable and moral vocation, can indeed function as an oppressive and marginalizing force in the development, humanization, and growth of aspiring new teachers. Second, it entreats those who work in teacher education to foster, seek out, and support those individuals who find themselves at the diverse, intellectual, creative, and aesthetic margins of traditional elementary teacher preparation norms. To its detriment, the cultural disenfranchisement of these seemingly unconventional new teachers limits the richness of curriculum possibilities, pedagogy, and identity development towards humanization (Freire, 2000). As Danielewicz (2001) suggests and this essay endeavors to make a central thesis, “Teaching is a moral act. A teacher education program should recognize, celebrate, and honor the intentions of prospective teachers who so often feel committed to improving the lives of others, alleviating social inequalities, and eradicating discrimination” (p. 194).

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Sumar, Sumar. "The Effort of Islamic Education to Improve the Children’s Morality on Elementary School on Petaling Mendo Barat." Tarbawy : Jurnal Pendidikan Islam 5, no. 1 (April 15, 2018): 11–18. http://dx.doi.org/10.32923/tarbawy.v5i1.825.

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The Teachers of Islamic education today are often confused with the behavior of learners who are increasingly worried about morals. Petaling villages, especially teachers often complain about the behavior of elementary school children who are not praised, are they will not the obey the teacher’s, rebuked, fighting even some who up against the teacher. The purpose of this study is to reduce or at least the development of negative morals in elementary school. As for the result of this research was found there are three the main factors that cause deterioration attitude a son, namely.1. Factors family 2.Environmental factor and 3.Factors the act of government on violence children.While the results of the efforts the teacher's Islamic education of the three elements are is, from the family: teachers diligent socialization the parents with appeal more attention to their children each especially in intercourse and learn. Edify their children. From the environment: teachers giving an appeal to school tuition that is not weary of he warns against careful in sociable.From the act of the government: the teachers continue to trying to find methods creatif capable of comply with the act the government about child protection and regulations.

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Phillips, Trevor. "HM Inspectorate of Schools and the National Union of Elementary Teachers: a study of their relations, 1870‐82." Journal of Educational Administration and History 26, no. 1 (January 1994): 20–34. http://dx.doi.org/10.1080/0022062940260103.

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Kinzer, Bruce L. "The 1870 Education Bill and the Method of J. S. Mill's Later Politics." Albion 29, no. 2 (1997): 223–45. http://dx.doi.org/10.2307/4051811.

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The last fourteen years of John Stuart Mill's life (1859-1873), which followed the death of Harriet Taylor, possessed a hefty political content. They saw the publication of his essays on parliamentary reform and Considerations on Representative Government, his impassioned identification with the North in the American Civil War, the eventful parliamentary career sandwiched between the Westminster elections of 1865 and 1868, and a final phase of activity associated with causes such as women's suffrage and land tenure reform. When Mill acted politically he usually did so with strong feeling, but in his search to give deeply held principles practical effect he understood the need for dispassionate adaptation of means to ends. Both the feeling and the adaptation are evident in his treatment of the elementary education question in 1870, a treatment that vividly illustrates how Mill operated during the decade and a half before his death.Of the host of legislation Gladstone's first administration proposed, only one item, the 1870 Education Bill, elicited a congregation of public responses from Mill. Of course, Mill's political activity in the several years following his defeat at Westminster in autumn 1868 was not confined to the adoption of a stance on ministerial measures. With respect to women's suffrage and land reform Mill was not about to wait on any government, and his conspicuous connections with the National Society for Women's Suffrage and the Land Tenure Reform Association attracted notice at the time and have been the subject of comment since. Moreover, during his last years Mill continued to cultivate his contacts in the world of London working-class radicalism, particularly with George Odger, William Randal Cremer, and George Howell. Whereas Mill's parliamentary career has been explored in some detail, the political character of his post-Westminster years has received less attention.

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Costante, Carol C. "School Health Nursing Services Role in Education: The No Child Left Behind Act of 2001." Journal of School Nursing 22, no. 3 (June 2006): 142–47. http://dx.doi.org/10.1177/10598405060220030401.

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Public Law 107–110, the No Child Left Behind Act of 2001, represents the most sweeping reauthorization of the Elementary and Secondary Education Act since it was enacted in 1965. The goal of the No Child Left Behind Act is to improve the academic achievement of all American students so that they all meet their own state’s standards for competence by 2014. The law focuses on closing the achievement gap that exists among the economically disadvantaged, those with limited English proficiency, racial/ethnic minorities, and students receiving special education services. The No Child Left Behind Act has created both support and controversy in education circles. Although the No Child Left Behind Act does not legislate the practice of school nursing, as professional staff working in schools, school nurses are affected indirectly by the heightened emphasis on accountability for achievement in public education. School nurses actively promote and support achievement for all students in specific ways and help to provide a safe school environment.

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SECADA, WALTER G. "Research, Politics, and Bilingual Education." ANNALS of the American Academy of Political and Social Science 508, no. 1 (March 1990): 81–106. http://dx.doi.org/10.1177/0002716290508001008.

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Bilingual-education research has helped to inform and to shape federal policy and funding as articulated in the Bilingual Education Act, first passed in 1968 as Title VII of the Elementary and Secondary Education Act. During the Act's most recent reauthorization, the U.S. Department of Education and others proposed changing the law to fund more all-English language programs. They argued that the federal government was mandating a single approach, that there was no research evidence to support such a mandate, and that schools should be granted flexibility in designing programs to meet local needs. In fashioning this argument, proponents of change carefully selected the research literature they alluded to. That research was judged against artificially high and overly narrow criteria. Finally, they overinterpreted the research to suit their agenda. Congress was under intense political pressure to fund more all-English programs, and it did so. But a panel of experts contradicted the argument that there was no research to support the use of the native language for instruction. In the end, Congress kept the bulk of the monies devoted to bilingual programs.

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Steffe, Leslie P. "Biographical Sketch: Henry Van Engen: An Analysis of Meaning in Arithmetic." Journal for Research in Mathematics Education 26, no. 1 (January 1995): 87–88. http://dx.doi.org/10.5951/jresematheduc.26.1.0087.

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It is fitting to call this short feature on Henry Van Engen “An Analysis of Meaning in Arithmetic” because his famous articles in the Elementary School Journal (Van Engen, l949) go by that title. In Van Engen's operational school of meaning in arithmetic, the meaning of a symbol is an intention to act.

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Ramsay-Jordan, Natasha. "Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing." International Journal of Educational Reform 29, no. 1 (September 18, 2019): 3–24. http://dx.doi.org/10.1177/1056787919877142.

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The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.

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Davis, Alan. "Upping the Stakes: Using Gain Scores to Judge Local Program Effectiveness in Chapter 1." Educational Evaluation and Policy Analysis 13, no. 4 (December 1991): 380–88. http://dx.doi.org/10.3102/01623737013004380.

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Since 1978, the national evaluation and reporting system for Title I/Chapter 1 of the Elementary and Secondary Education Act has depended upon a norm-referenced evaluation system to determine the effectiveness of compensatory education programs funded under the act. For a decade, policy directives urged caution in interpreting local results and encouraged use of additional indicators. Since 1988, legislative amendments have required that the national evaluation system serve, without adjustment or interpretation, to identify individual school projects in need of improvement. In this article I argue that the system is technically unsuited for this purpose. Problems with regression and measurement error are illustrated with empirical data. Policy should encourage the use of multiple indicators of program quality at the local level, including applied performance tests and process indicators.

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Schuh, Mary Clare, Kimberly M. Knackstedt, Jake Cornett, Jeong Hoon Choi, Daniel T. Pollitt, and Allyson L. Satter. "All Means All: Connecting Federal Education Policy and Local Implementation Practice Through Evidence and Equity." Inclusion 6, no. 1 (March 1, 2018): 45–59. http://dx.doi.org/10.1352/2326-6988-6.1.45.

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Abstract This article discusses equity-based inclusive education and federal policy drivers that can be used to make positive sustainable change in state, district, and local practice to improve the academic, social, and behavioral outcomes for all students including students with extensive support needs and those with labels of intellectual and developmental disabilities. Educational policies addressed include the Elementary and Secondary Education Act (ESEA), Individuals with Disability Education Act (IDEA), Every Student Succeeds Act (ESSA), and civil rights legislation such as the Americans with Disabilities Act (ADA). The policy domain feature of the Schoolwide Integrated Framework for Transformation (SWIFT) model is examined regarding how it was implemented in districts and schools, working toward the goal of providing an equity-based inclusive education for all students. Translating federal education policy into state, district, and local practice requires leadership and political courage to align federal, state, and district policy with the vision and values of equity-based, inclusive education.

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Bae, S. ik Han. "Minimalistic Character Education." Korean Association of General Education 15, no. 4 (August 31, 2021): 43–54. http://dx.doi.org/10.46392/kjge.2021.15.4.43.

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After the promulgation of the Character Education Promotion Act, one is left asking the question: is character education, which is currently being conducted in all directions and at all levels, from elementary schools to universities, actually succeeding in reversing the deteriorating character failures seen throughout society? I think it’s fair to say that it would be difficult for anyone to answer this question positively. Nevertheless, research papers boasting the many successes of character education have continued to pour in. How can this disparity be explained? In order to adequately answer this question, one must understand that character education is missing a key component. Therefore, we need to reexamine the fundamental premise of the discourses and programs surrounding character education in its various applications, both before and after the promulgation of the Character Education Promotion Act. This paper intends to propose ‘minimalistic character education’ as a new paradigm of character education-one that will replace the fundamental premise found in the type of character education we’ve been implementing thus far. Briefly put, minimalistic character education starts by changing the paradigm: “Basically, doing is better than not doing” to the paradigm: “Basically, not doing is better than doing.” This new paradigm will enable us to overcome the paradox found in the current manifestation of character education by preventing it from becoming a key link in the vicious cycle of avoiding responsibility.

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Preston, Teresa. "Look Back: The feds, the states, and Kappan." Phi Delta Kappan 101, no. 2 (September 23, 2019): 5–7. http://dx.doi.org/10.1177/0031721719879145.

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Across the decades, the balance of power between the federal government, states, and local districts has shifted numerous times, and Kappan authors have weighed in on each of those shifts. Kappan Managing Editor Teresa Preston traces those shifts, beginning with the 1965 Elementary and Secondary Education Act (ESEA), which gave the federal government a larger role in public education. Further expansion occurred under the Carter administration, with the launch of the new federal Department of Education. As the new department continued operations under Reagan, its priorities expanded, but actual decision-making authority reverted to states. States, in turn, began involving themselves more with instructional and curricular matters, a trend that eventually made its way back to the federal level, with the passage of the No Child Left Behind Act (NCLB). Under NCLB, federal mandates had the effect of requiring state and local levels to take on additional responsibilities, without necessarily having the capacity to do so. This capacity issue remains a concern under the Every Student Succeeds Act (ESSA).

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Hall, William J., and Mimi V. Chapman. "The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students." Educational Policy 32, no. 4 (March 18, 2016): 507–39. http://dx.doi.org/10.1177/0895904816637689.

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Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

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Lee, Boo-Ha, and Seong-Keun Choi. "Legal issues and Improvement of Elementary and Secondary Education Act in Introducing High School Credit System." DONG-A LAW REVIEW 84 (August 31, 2019): 77–104. http://dx.doi.org/10.31839/dalr.2019.08.84.77.

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Singh, Shalini. "Awareness in Elementary School Teachers of Government and Public Schools about Right to Education Act 2009." Journal of Teacher Education and Research 11, no. 2 (2016): 93. http://dx.doi.org/10.5958/2454-1664.2016.00009.4.

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Chandra B P Singh. "Educational Development Index of Bihar: Towards Better Tomorrow." Issues and Ideas in Education 6, no. 2 (September 3, 2018): 135–43. http://dx.doi.org/10.15415/iie.2018.62009.

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The study was designed to compute district wise Educational Development Index of Bihar. At the same time, an attempt was made to assess the trend of improvement in elementary education for the last few years. U-DISE data for the last two years (2014-15 and 2015-16) was analyzed and compared with the baseline data. Bihar showed significant improvement on many parameters of elementary education. Despite the fact that Bihar is yet to achieve the desirable level but the progress is evident. Other than learning achievement in terms of quality Bihar has shown her firm determination to change the gloomy picture of elementary education. The findings reflect a positive trend of upward movement. Right from access to teachers in school Bihar has made progress in the light of RTE act, 2009.

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Underwood, Julie. "Under the Law." Phi Delta Kappan 98, no. 6 (March 2017): 74–75. http://dx.doi.org/10.1177/0031721717696486.

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The weapons ban at elementary and secondary schools began with passage of the Gun-Free School Zones Act in 1990. Schools are subject to federal, state, and local policies regarding the presence of guns on school property. The federal laws affect both adult and student behavior regarding guns at schools. State laws tend to address both possession of weapons at schools in addition to the right to conceal weapons. States also determine whether local school districts can enact their own more restrictive policies regarding guns at schools.

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Thomas, Janet Y., and Kevin P. Brady. "Chapter 3: The Elementary and Secondary Education Act at 40: Equity, Accountability, and the Evolving Federal Role in Public Education." Review of Research in Education 29, no. 1 (January 2005): 51–67. http://dx.doi.org/10.3102/0091732x029001051.

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Rozalski, Michael, Mitchell L. Yell, and Jacob Warner. "Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs." Laws 10, no. 2 (May 17, 2021): 38. http://dx.doi.org/10.3390/laws10020038.

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In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

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Journal articles on the topic 'Elementary Education Act 1870'

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