LEADER 04224nam 22006614a 450 001 9910452175503321 005 20210529005259.0 010 $a1-281-73151-X 010 $a9786611731519 010 $a0-300-13334-0 024 7 $a10.12987/9780300133349 035 $a(CKB)1000000000472059 035 $a(StDuBDS)BDZ0022174742 035 $a(SSID)ssj0000190609 035 $a(PQKBManifestationID)11199412 035 $a(PQKBTitleCode)TC0000190609 035 $a(PQKBWorkID)10180716 035 $a(PQKB)10435982 035 $a(StDuBDS)EDZ0000167127 035 $a(MiAaPQ)EBC3419871 035 $a(DE-B1597)484880 035 $a(OCoLC)1013955222 035 $a(DE-B1597)9780300133349 035 $a(Au-PeEL)EBL3419871 035 $a(CaPaEBR)ebr10167920 035 $a(OCoLC)923588013 035 $a(EXLCZ)991000000000472059 100 $a20010511d2001 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning policy$b[electronic resource] $ewhen state education reform works /$fDavid K. Cohen and Heather C. Hill 210 $aNew Haven $cYale University Press$dc2001 215 $a1 online resource (1 online resource (x, 226 p.) )$cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a0-300-08947-3 320 $aIncludes bibliographical references (p. [213]-219) and index. 327 $tFront matter --$tContents --$tPreface --$tList of Abbreviations --$t1. Policy, Teaching, and Learning --$t2. The New New Math in California --$t3. Learning About Reform --$t4. Teachers' Ideas and Practices --$t5. Teachers'Opportunities to Learn and Classroom Practice --$t6. Learning and Policy --$t7. Missed Opportunities --$t8. Policy and Learning --$tAppendixes --$tNotes --$tReferences --$tIndex 330 $aEducation reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. The authors of this important book argue that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. Researchers David Cohen and Heather Hill report that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve. It offers useful advice for practitioners and policymakers seeking to improve education, and to analysts seeking to understand it. 606 $aEducation and state$zCalifornia 606 $aSchool improvement programs$zCalifornia 606 $aMathematics$xStudy and teaching$zCalifornia 608 $aElectronic books. 615 0$aEducation and state 615 0$aSchool improvement programs 615 0$aMathematics$xStudy and teaching 676 $a379.794 700 $aCohen$b David K.$f1934-$01039319 701 $aHill$b Heather C$01049894 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452175503321 996 $aLearning policy$92479243 997 $aUNINA