Curtin Memorial Library
 
 

Mount Saint Mary College Authors

Division of Education

ARTICLES

Title:The Bruderhof schools: educating the whole child in community
Authors:Frances R. Spielhagen
Periodical:Private School Monitor, v24, n1, 2002, p1-8

Title:Forming social capital: the Bruderhof schools
Authors:Frances R. Spielhagen
Periodical:Journal of Education, v183, n2, 2002, p49-62
Abstract:Examines schools of the Bruderhof, a small, German, Protestant sect which arrived in the United States in 1954. This self-sufficient, educational community runs two businesses directly related to children's needs. Bruderhof education has its roots in the educational philosophy of Friedrich Froebel. The Bruderhof community provides in full four measures necessary for forming social capital: closure of social networks, stability of social structure, shared ideology, and mutual dependence.

Title:The unkindest cut: seven stupid arguments against programs for the gifted
Authors:Frances R. Spielhagen
Periodical:Education Week, v24, n3, 2005, p47

Title:Closing the achievement gap in math: considering eighth grade Algebra for all students
Authors:Frances R. Spielhagen
Periodical:American Secondary Education, v34, n3, 2006, p29-42
Abstract:A brief narrative description of the journal article, document, or resource. Should all students study algebra in eighth grade? Would offering early access to algebra to all students help close the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures. This study addressed the problem of achievement gaps among underrepresented populations by examining the study of algebra in eighth grade and its impact on student performance, achievement, and attainment. The purpose of this study was to explore the policy implications and potential benefits of providing algebra instruction to all students.

Title:How tweens view single-sex classes
Authors:Frances R. Spielhagen
Periodical:Educational Leadership, v63, n7, 2006, p68-69, 71-72
Abstract:Reports on interviews with students in Hudson Valley Middle School, a middle school in a rural district in upstate New York that has offered voluntary single-sex classes for three years. The 24 6th, 7th, and 8th graders whom she interviewed had chosen to take all-boy or all-girl academic classes for at least one year. All Hudson Valley students remain in mixed-gender groups for nonacademic classes and lunch. Spielhagen found that younger students were more likely to find being in a single-sex class a positive experience; as students got older, they wanted to be in mixed classes. Boys were more at ease in single-sex groups because they were able to compete with peers; girls said they felt safer speaking up without the fear of boys making fun of them. Among older middle school students, boys were less enthusiastic than girls about continuing single-sex arrangements, asserting that bullying was more of a problem with only boys present. Spielhagen concludes that voluntary single-sex classes in public middle schools can help create a positive, challenging learning climate and provide parents more school choice

Title:Christian community in action: Bruderhof schools
Authors:Frances R. Spielhagen
Periodical:Journal for Research in Christian Education, v16, n1, 2007, p65-82
Abstract:The Bruderhof communities in the United States have organized their own private schools with a distinctly Christian philosophy of education, adding to the interesting mix of American private and religious schools. Rooted in early 20th century German pedagogy, romanticism, and shared responsibility, Bruderhof schools represent the essence of a pluralistic environment in which citizens can choose to educate their children in ways that are consistent with their personal philosophy and at the same time supportive of the good of the entire society. This article explores the Bruderhof educational philosophy as exhibited in their communities and their schools.


Title:Closing the achievement gap in math: the long term effects of eighth grade algebra
Authors:Frances R. Spielhagen
Periodical:Journal for Advanced Academics, v18, n1, 2007, p34-59
Abstract:Recent changes in national and state mathematics standards have increased the level of algebraic thinking taught in younger grades. These changes have prompted more inclusive curriculum designs that open the opportunity to enroll in advanced mathematics courses at younger ages. Of particular interest to this study is the access to eighth-grade algebra, once traditionally reserved for select populations. This study examined long-term academic outcomes for students who did or did not enroll in eighth-grade algebra in one district that implemented an initiative to increase access. The outcomes of students with similar ability, as measured by preassessment in seventh grade, were compared. The groups performed similarly on end-of-course exams in high school math and the mathematics section of the SAT I. However, students who completed algebra in the eighth grade stayed in the mathematics pipeline longer and attended college at greater rates than those who did not. Because of the sequential nature of mathematics course work, students taking algebra at an earlier age have the opportunity to enroll in more advanced courses in the future. Results suggest the need for further exploration of how to provide access and promote enrollment in eighth-grade algebra for students who demonstrate readiness.

BOOKS

Chapter Title:Perceptions of achievement among high-potential females
Title:Remarkable women: perspectives on female talent development
Authors:Frances R. Spielhagen
Publisher:Hampton Press, 2006
Edition:1st
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Title:Debating single-sex education : separate and equal?
Editor:Frances R. Spielhagen
Publisher:Rowman & Littlefield Education, 2008
Edition:1st
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Title:The algebra solution to mathematics reform
Editor:Frances R. Spielhagen
Publisher:TC Press, 2011
Edition:1st

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Title:Debating single-sex education : separate and equal?
Editor:Frances R. Spielhagen
Publisher:Rowman & Littlefield Education, 2013
Edition:2nd

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Chapter Title:School choice--or threat to civil liberties?
Title:Debating single-sex education : separate and equal?
Authors:Frances R. Spielhagen, Robin J. Kohl
Publisher:Rowman & Littlefield Education, 2013
Edition:2nd

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Chapter Title:Bullying in single-sex schools: cause and effect?
Title:Debating single-sex education : separate and equal?
Authors:Frances R. Spielhagen, Vivian Milczarski
Publisher:Rowman & Littlefield Education, 2013
Edition:2nd

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Chapter Title:Does it add up? Single-sex classes and student achievement
Title:Debating single-sex education : separate and equal?
Authors:Frances R. Spielhagen
Publisher:Rowman & Littlefield Education, 2013
Edition:2nd

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Chapter Title:Having it our way: students speak out on single-sex classes
Title:Debating single-sex education : separate and equal?
Authors:Frances R. Spielhagen
Publisher:Rowman & Littlefield Education, 2013
Edition:2nd

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Chapter Title: The view from the trenches: teachers evaluate single-sex classes
Title:Debating single-sex education : separate and equal?
Authors:Frances R. Spielhagen
Publisher:Rowman & Littlefield Education, 2013
Edition:2nd

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Chapter Title:Disrupting inequity: how policy change can foster STEM equity
Title:Improving urban schools: equity and access in K-16 STEM education for ALL students
Author:Frances R. Spielhagen
Editors: R. Capraro, M. Capraro
Publisher:Information Age Press, 2013
Edition:2nd

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Title:Adolescence in the 21st century: constants and challenges
Editors:Frances R. Spielhagen, P. Schwartz
Publisher:Information Age Press, 2014
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Chapter Title:Outliers: political forces in gifted and special education
Title:Politics and policy in K-12 education
Author:Frances R. Spielhagen, C. Hughes
Publisher:Routledge, 2014



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