WorldCat Identities

Ascher, Carol 1941-

Overview
Works: 159 works in 339 publications in 2 languages and 5,482 library holdings
Genres: Biographies  Fiction  Allegories  Abstracts 
Roles: Author, Editor, Other
Classifications: PQ2603.E362, B
Publication Timeline
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Most widely held works about Carol Ascher
 
Most widely held works by Carol Ascher
Simone de Beauvoir, a life of freedom by Carol Ascher( Book )

15 editions published between 1981 and 1983 in English and held by 1,024 WorldCat member libraries worldwide

Biografie van de Franse filosofe en schrijfster (1908-1986)
Between women : biographers, novelists, critics, teachers, and artists write about their work on women by Carol Ascher( Book )

19 editions published between 1984 and 1993 in English and German and held by 911 WorldCat member libraries worldwide

Hard lessons : public schools and privatization by Carol Ascher( Book )

6 editions published in 1996 in English and Undetermined and held by 443 WorldCat member libraries worldwide

This book, the second in the Twentieth Century Fund's series of studies on the privatization of public services, finds that current arguments for privatizing schools are based on wishful thinking. After examining what the actual experience has been with privatization around the country, Hard Lessons concludes that the promise of saving money and improving educational quality through privatization is, at minimum, being oversold. While this report is likely to be disputed by those who have a strong attachment to the notion that privatizing always improves output--and by those with a financial stake in the for-profit school " industry"--It will be an important part of the ongoing debate. The report, which focuses on big city schools, argues that while the magic wand of privatization must be abandoned, the efforts to solve the problems facing our nation's urban schools must continue; there are hard questions to be asked, new solutions to be tried, and the case must continually be made for new resources for our public schools, even in today's political climate
The flood : a novel by Carol Ascher( Book )

9 editions published between 1987 and 2002 in English and German and held by 339 WorldCat member libraries worldwide

Eva Hoffman, 10, lives with her parents in Kansas during the 1950's after fleeing from the Nazis. During a severe flood, her family helps the Willigers, who make racial slurs against the Jews
School-college collaborations : a strategy for low-income minorities by Carol Ascher( Book )

5 editions published between 1988 and 1991 in English and held by 101 WorldCat member libraries worldwide

Collaborations between high schools and colleges have emerged during the 1980s as a means to increase enrollments and academic success of low-income minorities in higher education although their benefits have yet to be clearly demonstrated. This review surveys the literature on the effectiveness of these collaboratives. The report is comprised of a preface (by Paula Y. Bagasao), seven sections, and a conclusion. Section 1 presents an education profile of low-income minority students. Section 2 indicates problems these students face in high school. Section 3 discusses access to four-year colleges and postsecondary remediation measures for urban minority students. Section 4 reviews the following aspects of collaboration: (1) history; (2) current practice; (3) college role; (4) public school role; and (5) funding. Section 5 examines the following types of activities targeted at students: (1) early intervention; (2) college-level study in high school; (3) academic and college counseling; (4) tutoring, mentoring, and skills building; (5) campus tours and contact with college students; (6) summer programs; (7) other college experience programs; (8) financial aid; (9) parent involvement; and (10) activities aiding students indirectly, involving teachers, curriculum, and research. Section 6 reviews the following components of collaboration: (1) leadership; (2) other participants; (3) stages of collaboration; and (4) prestige. Section 7 describes networks of school-college collaboratives. A list of 55 references is appended. (AF)
The unfulfilled mission of Title I/Chapter I programs by Gary Dean Burnett( Book )

2 editions published in 1994 in English and held by 94 WorldCat member libraries worldwide

Chapter 1 programs : new guides from the research by Carol Ascher( Book )

6 editions published between 1987 and 1990 in English and held by 88 WorldCat member libraries worldwide

This document reviews the range of findings contained in 10 recently commissioned reports on how Chapter 1 programs are implemented and how successful they are in increasing the achievement of disadvantaged students. Although the conclusions of the reports are not the same, there are some developing consensuses. Findings are discussed in the following areas: (1) how are recipients of Chapter 1 services selected? (2) do those who most need the services receive them? (3) among the program structures that have been used (pull-out, add-on, in-class, and replacement) are there reasons to choose one over another? (4) which instructional strategies are used (mastery learning, higher order thinking skills, and computer education), and are they effective? (5) how have parents participated in the programs and are there new ways for them to become involved? and (6) does compensatory education increase achievement? It is concluded that the success of the programs has been mixed in all of the areas listed above. It is clear that low-achieving students need some type of help, but there are some serious problems with Chapter 1 in the following areas: (1) it is not enrichment since it takes students away from other instruction; (2) there are inefficiencies in grouping and regrouping students during the day; and (3) the teaching of Chapter 1 students lags behind research findings on equity and pedagogy. A list of the 10 studies reviewed and 93 endnotes are included. (VM)
Creating accountability in big city school system by Linda Darling-Hammond( Book )

3 editions published in 1991 in English and held by 85 WorldCat member libraries worldwide

Improving the school-home connection for poor and minority urban students by Carol Ascher( Book )

5 editions published between 1987 and 1990 in English and held by 85 WorldCat member libraries worldwide

Retaining good teachers in urban schools by Carol Ascher( )

2 editions published in 1991 in English and held by 83 WorldCat member libraries worldwide

Senior, high quality teachers can be retained in inner city schools despite limited resources and difficult conditions. Compared to teachers in suburban and rural school districts, teachers in urban systems often have lower salaries, work under greater bureaucratic constraints, teach more students per day, and lack basic materials. Good, supportive working conditions can significantly mitigate such drawbacks. The following measures can serve to create an attractive working environment for urban school teachers: (1) improving the management of existing resources and involving teachers in decisions made at the school level; (2) working for smaller class sizes, which benefits students as well as teachers; (3) rewarding good teaching with opportunities and incentives to remain in the classroom (such as master teacher recognition within the school that allows experienced teachers power, prestige, and money while students and new teachers can continue to benefit from the master teachers' expertise); (4) minimizing bureaucracy and empowering teachers through greater knowledge about their field, their professional community, and educational policy; (5) breaking down teacher isolation through team teaching and joint planning; and (6) helping teachers to try out new teaching methods and generate new ideas for a sense of continual professional learning. Since the effectiveness of urban schools is largely dependent upon quality teachers, efforts to retain them should be a high priority. Included are nine references. (JB)
Gaining control of violence in the schools : a view from the field by Carol Ascher( Book )

2 editions published in 1994 in English and held by 82 WorldCat member libraries worldwide

This ERIC digest presents a summary of discussions from urban educators who addressed the issue of school violence at a National Education Association meeting held May 19, 1994. These educators note that American society is steeped in violence, particularly in urban areas, where children experience frustration, helplessness, and anger, and where they more often express that anger in violent ways. Schools in urban areas tend to be large, overburdened, and impoverished, which creates a disconnection between the teacher and student. There is increasing isolation between teachers and their peers, administrators, and the surrounding community. Security forces and metal detectors are making schools small fortresses, creating a feeling of false security, and Federal antiviolence funding is generally too restrictive or duplicative. Ideas for solving this problem include more appropriate in-service and long-term, preprofessional training not only for teachers but for virtually all school employees. Prevention programs must foster mutual respect among students and school staff. There must also be an expanded role for guidance counselors, greater involvement of parents, and an increased awareness of the posttraumatic effects on children who witness violence. Finally, planning for safe schools must involve school staff, parents, and representatives from community groups and agencies. (GLR)
School programs for African American male students by Carol Ascher( Book )

3 editions published in 1991 in English and held by 79 WorldCat member libraries worldwide

Creating racial integration in a desegregated magnet school by Carol Ascher( Book )

4 editions published between 1986 and 1988 in English and held by 78 WorldCat member libraries worldwide

This brief digest reviews research findings on achieving racial integration in desegregated magnet schools. Studies show that resegregation tends to occur in most schools after desegregation as a result of tracking and ability grouping; furthermore, as the numbers of blacks rise in a school, the resegregation in classrooms tends to rise. A number of cooperative learning techniques have recently been developed which seem to work well in the integrated, heterogeneous classroom and are found to have a positive effect on race relations and achievement. Newly desegregated schools are found to expel a disproportionately high number of black students and, in general, discipline of these students is found to be more severe than with white students. Here again, cooperative learning techniques are found to build a more positive climate and reduce suspensions. Blacks and other minorities are heavily represented in compensatory education classes which, because they are pull-out programs, tend to increase resegregation. In planning desegregated magnet schools, it appears useful to: (1) maintain a mixed stable student body, (2) include children of different abilities in each classroom, (3) avoid tracking, (4) encourage interracial contact in academic and extracurricular activities, (5) recruit teachers and principals who are concerned with racial equality, (6) initiate staff development programs dealing with desegregation, and (7) involve parents in classroom instruction. (CG)
School programs for African American males by Carol Ascher( Book )

2 editions published in 1991 in English and held by 78 WorldCat member libraries worldwide

New educational programs are attempting to meet the needs of male African American students. The new programs vary widely in approach, scope, content, and targeted age group. However, they all focus on helping African American male youth develop productive behaviors and values by bringing them into contact with African American male adults. The following components are common to most programs: (1) appropriate male models/male bonding; (2) identity/self-esteem; (3) academic values and skills; (4) parent and community strengthening; (5) transition to manhood; and (6) a safe haven. Of all the program components, those programs that have experimented with all-African, all-male classes have been the most controversial. While early evaluations indicate some success, it is too early to determine the long-term effectiveness of these programs and approaches. African American males have been called "an endangered species" and these new programs are an important attempt to help this group function productively. A list of eight references is appended. (FMW)
Improving chapter 1 delivery by Carol Ascher( Book )

5 editions published between 1988 and 1990 in English and held by 77 WorldCat member libraries worldwide

Researchers and educators have begun to question whether Chapter 1 pull-out programs are the most effective method of delivering extra help to the students who need it. Pull-out programs are still the predominating type, but may be declining in popularity as in-class programs gain favor. This document summarizes a variety of program designs which are used nation-wide to provide Chapter 1 services to students. They are the following: (1) pull-out programs which provide instruction outside of the classroom and have advantages and disadvantages to student achievement and school organization; (2) add-on programs which take place beyond the regular instructional times and may cause difficulties in scheduling and transportation; (3) in-class instruction in which there is usually a Chapter 1 specialist along with the regular teacher in the students' classroom; and (4) replacement programs which provide Chapter 1 students with separate classes for all of the instruction they are to receive in a given subject and which reduce the class size for regular teachers in some areas of instruction. Research has suggested some more effective methods, but national, state, and local laws impede the success and flexibility of service delivery. A list of eight references is included. (VM)
Improving schooling to reduce teenage pregnancy by Carol Ascher( Book )

4 editions published between 1985 and 1988 in English and held by 76 WorldCat member libraries worldwide

This brief digest discusses teenage pregnancy and various educational strategies that appear to affect pregnancy rates. While pregnancy among white teenagers has increased since the 1970s, the birthrate among black teenagers is still five to eight times higher. Teenage mothers and fathers have lower educational attainment and income than their peers who delay childbearing. Early parenthood has short- and long-term consequences for the children as well. Babies of teenage mothers are at risk for low birth weight and high infant mortality; moreover, children of adolescent parents tend to become teenage parents themselves. Some studies show that teenage parents risk alienation from school, unemployment, or underemployment. In contrast, positive school experiences and steady progress toward employment reduce the changes of teenage pregnancy. Preschool education has been found to correlate positively with later lower delinquency and pregnancy rates in teenagers. Desegregation was also found to correlate positively with a reduction in pregnancy before the age of 18. High educational goals appear to be related to a lower incidence of adolescent pregnancy. Finally, several studies of job training programs show that for those students who do not have aspirations towards higher education, appropriate preparation for employment may serve the same positive purpose in reducing teenage pregnancy. (CG)
High school graduates in entry level jobs : what do employers want? by Carol Ascher( Book )

5 editions published in 1988 in English and held by 75 WorldCat member libraries worldwide

Employers cite the following skills as important for both blue- and white-collar entry-level workers: (1) employee application and interview skills; (2) work-related social skills and habits, especially communication and interpersonal skills; (3) basic academic skills, particularly in reading, mathematics, writing, and problem solving/reasoning; and (4) vocational skills, especially manual/perceptual skills. Although employers look for a high school diploma, they appear to be less interested in grades or competency than in previous work experience. For most entry-level work, employers want an employee competent in the basic skills; they generally do not seek more advanced reading, writing and thinking skills. In fact, work-related social skills and habits are as important to employers as the basic skills: workers should present themselves well; be enthusiastic, responsible, cooperative, disciplined, flexible, and willing to learn; and show a general understanding of the workplace and business world. However, workers with these attributes are scarcer than those with the required core of academic skills. While schools should certainly develop higher order academic skills in all students, they should also ensure that students learn all the basic social and academic skills needed for an entry level job. A list of references is included. (BJV)
Improving the school-home connection for low-income urban parents by Carol Ascher( Book )

5 editions published in 1988 in English and held by 75 WorldCat member libraries worldwide

The importance of parent participation in a child's education is undisputed, and low-income urban parents can and want to help with their children's schooling, both at home and at school, as much as do middle class parents. However, most poor urban children live in single-parent, female-headed households--often Black or Hispanic--and many school officials tend to decide in advance that single and working parents cannot be approached or relied upon. Since parents' involvement in school activities can be related to the flexibility of leave policies on their jobs employers should be encouraged to allow flextime to enable working parents to observe their children in the classroom or attend meetings. Home-based learning is one of the most efficient ways for parents to spend their time; when teachers help parents help their children, these parents' activities can be as effective as those of parents with more education and leisure, whom teachers expect to help their children. Suggestions are offered for improving both school-based participation and home-based learning. A list of references is included. (BJV)
Can performance-based assessments improve urban schooling by Carol Ascher( Book )

2 editions published in 1990 in English and held by 74 WorldCat member libraries worldwide

Performance-based assessment has the potential to support a richer curriculum and more accurately assess the skills of low-income minority students than standardized tests. Performance-based assessment has the following advantages: (1) it allows a wide range of expression; (2) it permits assessment of learning in a natural context while students make active use of a skill; (3) it assesses a wide range of competencies; (4) it requires students to demonstrate mastery in a personal and integrated way; and (5) it has "ecological validity," because students perform as they will have to in life. The following types of performance-based assessments are described: (1) station activities, which require students to proceed through a series of discrete tasks, either individually or in teams, in a given amount of time; (2) domain projects, which require students to complete a set of exercises designed to explore an idea, concept, or practice central to a particular academic or artistic domain; (3) portfolios, which consist of several projects completed in a sequence to show progress with a subject; and (4) videotapes, which can show students performing or being interviewed. While performance-based assessment methods appear to be reliable, such assessments are expensive to score when compared to mechanically scored standardized tests. Moreover, there are indications that performance-based tests might result in lower scores for low-income and minority students unless there were accompanying changes in teaching methods. Finally, the pressure for mandated performance-based testing could still result in narrowly focused teaching geared to the new assessment methods. A list of 13 references is appended. (FMW)
The United States' new refugees : a review of the research on the resettlement of Indochinese, Cubans, and Haitians by Carol Ascher( Book )

4 editions published in 1981 in English and held by 74 WorldCat member libraries worldwide

 
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Hard lessons : public schools and privatization
Covers
The flood : a novel
Languages
English (109)

German (3)