Based on a study of one secondary school located in a disadvantaged community in Australia, this book provides a different perspective on what it means to ‘play the game’ of schooling. Drawing on the perspectives of teachers, parents and students, this book is a window through which to explore the possibilities of schooling in disadvantaged communities. The authors contend that teachers, parents and students themselves are all involved in the game of reproducing disadvantage in schooling, but similarly, they can play a part in opening up opportunities for change to enhance learning for marginalised students. Rather than only attempting to transform students, teachers should be also be concerned to transform schooling; to provide educational opportunities that transform the life experiences of and open up opportunities for all young people, especially those disadvantaged by poverty and marginalised by difference. The book is also designed to stimulate understanding of the work of Bourdieu as well as of a Bourdieuian approach to research. Seeing transformative potential in his theoretical constructs, it airs the possibility that schools can be more than mere reproducers of society.
__Carmen Mills and Trevor Gale take up a problem that Australia keeps trying to avoid: the very__ __unlevel playing field it has created__ __for its schools, its teachers, its students and their parents. This book lets you see how difficult this problem is on the ground, and compels you to think about what would be a better way forward.__**Professor Lyn Yates , Pro-Vice Chancellor Research from University of Melbourne, Australia**
__Carmen Mills and Trevor Gale make two important contributions to the sociology of education in this timely book. Through a detailed case study of one disadvantaged school – Crimson Brook Secondary College in rural Australia - they elucidate not only how inequalities are reproduced and legitimated through many of the practices of schooling, but also the possibilities for policies and practices which interrupt and destabilize such outcomes. In so doing, they also make a significant contribution to Bourdieuian scholarship in their empirically grounded and reflexive application of his ‘thinking tools’ to their case study and deconstruction of the synchronous productive and reproductive character of schooling practices.__
**Professor Bob Lingard, The University of Queensland, Australia**

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scihub/10.1007/978-90-481-3344-4.pdf

zlib/Mathematics/Carmen Mills, Trevor Gale (auth.)/Schooling in Disadvantaged Communities: Playing the Game from the Back of the Field_5922851.pdf

Automatic Nonuniform Random Variate Generation (Statistics and Computing)

Hörmann, Wolfgang, Leydold, Josef, Derflinger, Gerhard

by Carmen Mills, Trevor Gale

Mills, Carmen, Gale, Trevor

Springer Science + Business Media BV

Springer Nature, Dordrecht, 2010

Dordrecht, Netherlands, 2010

Netherlands, Netherlands

New York, Nov. 2009

2010, PS, 2009

2004, 2003

lg2761345

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MiU

Based on a study of one secondary school located in a disadvantaged community in Australia, this book provides a different perspective on what it means to ‘play the game’ of schooling. Drawing on the perspectives of teachers, parents and students, this book is a window through which to explore the possibilities of schooling in disadvantaged communities. The authors contend that teachers, parents and students themselves are all involved in the game of reproducing disadvantage in schooling, but similarly, they can play a part in opening up opportunities for change to enhance learning for marginalised students. Rather than only attempting to transform students, teachers should be also be concerned to transform schooling; to provide educational opportunities that transform the life experiences of and open up opportunities for all young people, especially those disadvantaged by poverty and marginalised by difference. The book is also designed to stimulate understanding of the work of Bourdieu as well as of a Bourdieuian approach to research. Seeing transformative potential in his theoretical constructs, it airs the possibility that schools can be more than mere reproducers of society.
Carmen Mills and Trevor Gale take up a problem that Australia keeps trying to avoid: the very unlevel playing field it has created for its schools, its teachers, its students and their parents. This book lets you see how difficult this problem is on the ground, and compels you to think about what would be a better way forward.
Professor Lyn Yates , Pro-Vice Chancellor Research from University of Melbourne, Australia
Carmen Mills and Trevor Gale make two important contributions to the sociology of education in this timely book. Through a detailed case study of one disadvantaged school – Crimson Brook Secondary College in rural Australia - they elucidate not only how inequalities are reproduced and legitimated through many of the practices of schooling, but also the possibilities for policies and practices which interrupt and destabilize such outcomes. In so doing, they also make a significant contribution to Bourdieuian scholarship in their empirically grounded and reflexive application of his ‘thinking tools’ to their case study and deconstruction of the synchronous productive and reproductive character of schooling practices.
Professor Bob Lingard, The University of Queensland, Australia

<p><p>based On A Study Of One Secondary School Located In A Disadvantaged Community In Australia, This Book Provides A Different Perspective On What It Means To &#8216;play The Game&#8217; Of Schooling. Drawing On The Perspectives Of Teachers, Parents And Students, This Book Is A Window Through Which To Explore The Possibilities Of Schooling In Disadvantaged Communities. The Authors Contend That Teachers, Parents And Students Themselves Are All Involved In The Game Of Reproducing Disadvantage In Schooling, But Similarly, They Can Play A Part In Opening Up Opportunities For Change To Enhance Learning For Marginalised Students. Rather Than Only Attempting To Transform Students, Teachers Should Be Also Be Concerned To Transform Schooling; To Provide Educational Opportunities That Transform The Life Experiences Of And Open Up Opportunities For All Young People, Especially Those Disadvantaged By Poverty And Marginalised By Difference. The Book Is Also Designed To Stimulate Understanding Of The Work Of Bourdieu As Well As Of A Bourdieuian Approach To Research. Seeing Transformative Potential In His Theoretical Constructs, It Airs The Possibility That Schools Can Be More Than Mere Reproducers Of Society.</p>

The recent concept of universal (also called automatic or black-box) random variate generation can only be found dispersed in the literature. Being unique in its overall organization, the book covers not only the mathematical and statistical theory but also deals with the implementation of such methods. All algorithms introduced in the book are designed for practical use in simulation and have been coded and made available by the authors. Examples of possible applications of the presented algorithms (including option pricing, VaR and Bayesian statistics) are presented at the end of the book.

Front Matter....Pages i-ix
Locating the Research....Pages 1-11
Coming to Terms with Social Inequalities in Education....Pages 13-27
Student Achievement in Context....Pages 29-41
Where Are the Good Teachers When You Need Them?....Pages 43-53
What Should Effective Schooling Look Like?....Pages 55-72
Competencies That Count....Pages 73-87
Acquiring a Feel for the Game....Pages 89-103
Letting Parents in on the Rules of the Game....Pages 105-120
Back Matter....Pages 121-136

Keine Beschreibung vorhanden.
Erscheinungsdatum: 12.11.2009

2020-08-30