Strong states, weak schools [[electronic resource] ] : the benefits and dilemmas of centralized accountability / / edited by Bruce Fuller, Melissa K. Henne, Emily Hannum

• Record Nr.: UNINA9910454774103321
• Pubbl/distr/stampa: Bingley, : Emerald JAI, 2008
• ISBN: 1-280-77079-1; 9786613681560; 1-84663-911-5
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (252 p.)
• Collana: Research in sociology of education, , 1479-3539 ; ; v. 16
• Altri autori (Persone): FullerBruce; HenneMelissa K; HannumEmily
• Disciplina: 371.200973
• Soggetti: School management and organization - United States; Educational accountability - United States; Educational evaluation - United States; Teacher effectiveness - United States; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and subject index.
• Nota di contenuto: Research in sociology of education; Copyright page; Contents; Acknowledgments; Chapter 1. Overview: Liberal learning in centralizing states; The political imperative of performance; Centralizing rules to spark local motivation?; Taking stock: The dilemmas and local effects of accountability; Teachers and principals respond: Organization of the book; Acknowledgments; References; Chapter 2. Accountability and teaching practices: School-level actions and teacher responses; Background; Research questions; Data and methods; Results; Discussion; Notes; References; Chpater 3. District leaders eroding school coherencequest The interpretation of accountability mandatesIntroduction; Theoretical framework; Research questions; Data and methods; Results; Discussion; Notes; Acknowledgements; References; Chapter 4. Tightening the ship or slowly sinkingquest Reshaping teachers' work ; conditions; School structure and the aims of accountability; Accountability policy and teachers' working conditions; Survey data analysis: Teachers' time and professional empowerment; Qualitative Analysis: Teachers' Experiences - Time and Empowerment Intertwined; Discussion; Notes; AcknowledgmentsReferences; Chpater 5. Raising achievement or closing gapsquest Identifying effective accountability tools; Dissecting effective schools; Study design - identifying effective accountability tools; Discussion and policy implications; Notes; Acknowledgments; References; Chapter 6. High stakes diplomas: Organizational responses to California's high school exit exam; Introduction; Background and history of exit exams; Underlying policy assumptions of exit exams; Existing research; Methods and research questions; Organizational and Instructional Responses: Limited Support, Narrowing the CurriculumInstructional change: Narrowed curriculum for the lowest achieving students; Notes; Acknowledgments; References; Appendix; Appendix. (Continued); Chapter 7. District capacity and accountability: professional development as reform tool; Theoretical grounding; Methods; Findings; Discussion; Notes; References; Chapter 8. Exit exams and organizational change in a vocational high school; Introduction; Case study school; Theoretical tools; Methodology; Case study; One school's story; A focus on academic achievementRestructuring teaching time; Curricular tensions, but apparent success; Eroding students' work experience; Working against parallel reforms; State support and resources; Selectivity; Students' views; Persisting inequalities; Discussion - the dilemmas of high stakes testing; Notes; Acknowledgments; References; About the authors; Subject Index
• Sommario/riassunto: 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? This book answers these questions.