I've been puzzled by the two different worlds I've witnessed in high SES
(socioeconomic status) schools and low SES schools... actually I was
shocked... and am still trying to make sense of it... I'm deeply
sympathetic with low SES schools: they typcially are in a serious lack of
resources, which high SES schools do not need to worry about. The morale
of teachers is low; they are exhausted, overworked and usually do not
have much autonomy over the curriculum and how they teach... any works
you know of that look at low SES schools from a sympathetic perspective
and can offer some perspectives of reform or change that may help improve
their lot? Thanks!
Angel
---------- Forwarded message ----------
Yes. To put it crudely, higher SES classrooms are about dialogue &
sharing the culture, lower SES classrooms are about discipline and
stamping in the culture--from what I've seen. Thus IRF does two quite
different things in the different contexts--not only meaning, but the
way it fits into the organization of their lives and with other school
practices.
Cheers, Peter