| Edition |
1st ed. |
| Description |
1 online resource (vii, 243 pages) : illustrations. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Research in sociology of education,
1479-3539 ;
v. 16
|
|
Research in sociology of education ; v. 16.
|
| Bibliography |
Includes bibliographical references and subject index. |
| Summary |
Civic leaders around the globe now press educators to raise the performance of students and schools. Backed by a colorful array of odd bedfellows - from corporate interests to advocates for the poor - politicians seek to narrow the aims of learning, advance routine curricular packages, and tightly align standardized tests. Why are governments pushing to centrally regulate teaching and learning at this historical moment? Do these accountability mechanisms succeed in boosting student achievement? How are teachers responding to top-down rules, incentives, and the recasting of what knowledge counts inside school? These are the hotly contested ideological and empirical questions asked by this volume's contributors, a rich mix of sociologists, applied anthropologists, and education researchers. As public schools struggle to regain public confidence, political actors eagerly try to look strong and forceful. But do centralized accountability policies lift the motivation of teachers and students? Or, is this reform strategy a brilliant political remedy - but one that makes little difference inside the classroom. |
| Contents |
Liberal learning in centralizing states / Bruce Fuller -- Accountability and teaching practices: school-level actions and teacher responses / Laura S. Hamilton [and others] -- District leaders eroding school coherence? The interpretation of accountability mandates / Thomas F. Luschei and Gayle S. Christensen -- Tightening the ship or slowly sinking? Reshaping teacher's work conditions / Kristin Gordon -- Raising achievement or closing gaps? Identifying effective accountability tools / Melissa K. Henne and Heeju Jang -- High stakes diplomas: organizational responses to California's high school exit exam / Jennifer Jellison Holme -- District capacity and accountability: professional development as reform tool / Soung Bae -- Exit exams and organizational change in a vocational high school / Michele Schmidt [and others]. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
School management and organization -- United States.
|
|
School management and organization. |
|
United States. |
|
Educational accountability -- United States.
|
|
Educational accountability. |
|
Educational evaluation -- United States.
|
|
Educational evaluation. |
|
Teacher effectiveness -- United States.
|
|
Teacher effectiveness. |
| Genre/Form |
Electronic books.
|
| Added Author |
Fuller, Bruce.
|
|
Henne, Melissa K.
|
|
Hannum, Emily.
|
| Other Form: |
Print version: Strong states, weak schools. 1st ed. Bingley, UK : Emerald JAI, 2008 9781846639104 (OCoLC)237755781 |
| ISBN |
9781846639111 (electronic book) |
|
1846639115 (electronic book) |
|
9781846639104 (hardback) |
|
