000			03898cam a2200493Ma 4500
001			ocn503447624
003			OCoLC
005			20171018091358.0
006			m d
007			cr un|||||||||
008			080804s2008 enka ob 001 0 eng d
020			_a9781846639111 (electronic bk.) : _c�59.99 ; � 86.95 ; $94.95
020			_a1846639115 (electronic bk.) : _c�59.99 ; � 86.95 ; $94.95
020			_z9781846639104 (hbk.)
040			_aMEAUC _beng _cMEAUC _dOCLCQ _dIL4I4 _dZJC
043			_an-us---
050	1	4	_aLB2806.22 _b.S77 2008
072		7	_aJNK _2bicssc
072		7	_aEDU001000 _2bisacsh
080			_a37.07
082	0	4	_a371.200973 _222
245	0	0	_aStrong states, weak schools _h[electronic resource] : _bthe benefits and dilemmas of centralized accountability / _cedited by Bruce Fuller, Melissa K. Henne, Emily Hannum.
250			_a1st ed.
260			_aBingley : _bEmerald JAI, _c2008.
300			_a1 online resource (vii, 243 p.) : _bill.
490	1		_aResearch in sociology of education, _x1479-3539 ; _vv. 16
504			_aIncludes bibliographical references and subject index.
505	0		_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.]
520			_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.
588			_aDescription based on print version record.
650		0	_aSchool management and organization _zUnited States.
650		0	_aEducational accountability _zUnited States.
650		0	_aEducational evaluation _zUnited States.
650		0	_aTeacher effectiveness _zUnited States.
650		7	_aOrganization & management of education. _2bicssc
650		7	_aEducation _xAdministration _xGeneral. _2bisacsh
700	1		_aFuller, Bruce.
700	1		_aHenne, Melissa K.
700	1		_aHannum, Emily.
776	0	8	_iPrint version: _tStrong states, weak schools. _b1st ed. _dBingley, UK : Emerald JAI, 2008 _z9781846639104 _w(OCoLC)237755781
830		0	_aResearch in sociology of education ; _vv. 16.
856	4	0	_uhttp://www.emeraldinsight.com/1479-3539/16
913			_1SSbacklist
999			_c222996 _d222996