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ERIC ED085444: Metropolitanism and Education: Teachers and Schools ...
by ERIC
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The twin rationales for this study are: (1) that the
educational implications of metropolitan conditions
deserve further study; and (2) that these implications
transcend national boundaries. The study focuses on two
facets of metropolitan school systems located in four
metropolises: the characteristics of teachers and the
patterns of perceived success of the respective school
systems. In an attempt to use some sub-national unit,
this study considers selected elements of the educational
systems of Amsterdam, London, Paris, and New York City.
It is hypothesized that in both respects, the four cities
not only differ from the norms of their respective
national settings but they differ in the same direction
from nation to nation. It is predicted that both
metropolitan teachers and what is termed the perceived
success of their school systems are marked by features
peculiar to the metropolitan setting: its heterogeneity,
mobility, concentration of expertise, and so on. The
purpose of this study is, however, not limited to
identifying similarities and differences within and
across countries. Explanations of findings are suggested,
by considering why certain differences between
metropolitan and national norms are less marked in some
countries than in others, and why the differences are
sometimes in unexpected directions, or inconsistent.
(Author/JM)
Date Published: 2015-06-03 10:02:11
Identifier: ERIC_ED085444
Item Size: 71694512
Language: english
Media Type: texts
# Topics
ERIC Archive
Comparative Education
Cross Cultural Studies
Educational Administration
Metropolitan Areas
National Norms
School Districts
School Organization
Success
Teacher Characteristics
Teacher Militancy
Urban Education
Eckstein, Max A.
Noah, Harold J.
# Collections
ericarchive
additional_collections
# Uploaded by
@chris85
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