Suchergebnisse

Bluefields, Nicaragua, is a diverse and complex city that has a panoply of cultures and languages. Youth face complex issues due to geographic, cultural, and linguistic differences from the broader Nicaraguan society. This theoretical analysis and literature review considers the marginalization of youth as a threat that encourages migration away from the community, further exposing youth to a future of isolation. Migration theories are reviewed and linked to the role that education can play in reducing these dangers and reinforcing cultural assets of the Bluefields community.

This qualitative study focuses on school administrators' understandings and actions as leaders of the Common Core reform. In interviews with eight school and district leaders from five diverse districts in Pennsylvania, several aspects of Common Core, or PA Core, implementation were consistent across regardless of student population demographics and urbanicity. The findings show that (a) administrators view themselves as leaders of buildings or districts but not of reform implementations; (b) while it may not require them to make drastic changes, the PA Core is considered an opportunity to address aspects of the district or school that are in need of improvement; and (c) administrators are aware of their school context and their diverse students' needs, but the PA Core is not yet adapted to address these diversity issues. These findings suggest that the Common Core pushes administrators to focus on certain areas of school improvement, such as curricula, assessments, and professional development that attends to the Common Core requirements; yet, the Common Core is similar to previous practice, even if its standards are deemed more rigorous.