LEADER 04142nam 2200685Ia 450 001 9910814880303321 005 20200520144314.0 010 $a1-280-77079-1 010 $a9786613681560 010 $a1-84663-911-5 035 $a(CKB)1000000000767185 035 $a(EBL)453269 035 $a(OCoLC)609843562 035 $a(SSID)ssj0000366309 035 $a(PQKBManifestationID)12080427 035 $a(PQKBTitleCode)TC0000366309 035 $a(PQKBWorkID)10416666 035 $a(PQKB)10121081 035 $a(MiAaPQ)EBC453269 035 $a(Au-PeEL)EBL453269 035 $a(CaPaEBR)ebr10310666 035 $a(CaONFJC)MIL368156 035 $a(OCoLC)ocn503447624 035 $a(EXLCZ)991000000000767185 100 $a20080804d2008 uy 0 101 0 $aeng 135 $aurun||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aStrong states, weak schools $ethe benefits and dilemmas of centralized accountability /$fedited by Bruce Fuller, Melissa K. Henne, Emily Hannum 205 $a1st ed. 210 $aBingley $cEmerald JAI$d2008 215 $a1 online resource (252 p.) 225 1 $aResearch in sociology of education,$x1479-3539 ;$vv. 16 300 $aDescription based upon print version of record. 311 $a1-84663-910-7 320 $aIncludes bibliographical references and subject index. 327 $aLiberal learning in centralizing states / Bruce Fuller -- Accountability and teaching practices: school-level actions and teacher responses / Laura S. Hamilton ... [et al.] -- 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 ... [et al.] 330 $aCivic leaders around the globe now press educators to raise the performance of students and schools. Backed by a colorful array of odd bedfellows - from corporate interests to advocates for the poor - politicians seek to narrow the aims of learning, advance routine curricular packages, and tightly align standardized tests. Why are governments pushing to centrally regulate teaching and learning at this historical moment? Do these accountability mechanisms succeed in boosting student achievement? How are teachers responding to top-down rules, incentives, and the recasting of what knowledge counts inside school? These are the hotly contested ideological and empirical questions asked by this volume's contributors, a rich mix of sociologists, applied anthropologists, and education researchers. As public schools struggle to regain public confidence, political actors eagerly try to look strong and forceful. But do centralized accountability policies lift the motivation of teachers and students? Or, is this reform strategy a brilliant political remedy - but one that makes little difference inside the classroom. 410 0$aResearch in sociology of education ;$vv. 16. 606 $aSchool management and organization$zUnited States 606 $aEducational accountability$zUnited States 606 $aEducational evaluation$zUnited States 606 $aTeacher effectiveness$zUnited States 615 0$aSchool management and organization 615 0$aEducational accountability 615 0$aEducational evaluation 615 0$aTeacher effectiveness 676 $a371.200973 701 $aFuller$b Bruce$01615146 701 $aHenne$b Melissa K$01676238 701 $aHannum$b Emily$01676239 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910814880303321 996 $aStrong states, weak schools$94042318 997 $aUNINA