Public and Private Education: Conceptualizing the Distinction

Common wisdom and public discourse seem to suggest that there are two types of schools, private and public. Policy debates, media outlets, and comparisons of outcomes on standardized tests and interscholastic athletic competitions make use of the distinction. This essay argues that while such a distinction can be helpful, it also tends to obscure differences in the social organization of schools. Employing a sociological analysis and providing a historical overview of educational developments, the authors focus on centralization versus decentralization of school controls and discuss the ramifications of a broad versus a narrow market niche for schools

The Future of American Sentencing: A National Roundtable on Blakely

In the wake of the dramatic Supreme Court decision in Blakely v. Washington, Stanford Law School convened an assembly of the most eminent academic and professional sentencing experts in the country to jointly assess the meaning of the decision and its implications for federal and state sentencing reform. The event took place on October 8 and 9, just a few months after Blakely came down and the very week that the Supreme Court heard the arguments in United States v. Booker and United States v. Fanfan, the cases that will test Blakely\u27s application to the Federal Sentencing Guidelines. Thus the Roundtable offered these experts an intellectual breathing space at a crucial point in American criminal law. The event was built around six sessions, with shifting panels of participants doing brief presentations on the subject of the session, and with others then joining in the discussion. We are pleased that FSR is able to publish this version of the proceedings of the event-a condensed and edited transcript of the sessions

Familie und Schule: zwei Orte der Erziehung.

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REC : revista de estudios del currículum

Partiendo de la dificultad de encontrar un concepto único de curriculum no escrito, el autor realiza un estudio de la posible influencia de éste en los valores y, más en concreto, en el cambio de los valores.CataluñaBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5; 28014 Madrid; Tel. +34917748000; [email protected]

Dreeben, Robert, On What is Learned in School . Reading, MA: Addison-Wesley, 1968.

Reports a sociological study of the nature of schooling and socialization; examines families\u27 structure and conduct, normative outcomes of schooling, and schooling toward norms and work

Dreeben, Robert, The Unwritten Curriculum and its Relation to Values, Journal of Curriculum Studies, 8(November, 1976), 111-124.*

Describes the unwritten or hidden curriculum and describes how it works

On what is learned in school

+hlm.;0c

Onwat is learned in school/ Dreeben

xv, 160 hal. ; 23 c

Bidwell, Charles E., and Robert Dreeben, School Organization and Curriculum, pp. 345-362 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992.

Examines the relationship between school organization and curriculum in the U. S. from colonial times to the present