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Strong states, weak schools = the benefits and dilemmas of centralized accountability /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Strong states, weak schools/ edited by Bruce Fuller, Melissa K. Henne, Emily Hannum.{me_controlnum}
Reminder of title:	the benefits and dilemmas of centralized accountability /
other author:	Fuller, Bruce.
Published:	Bingley :Emerald JAI, : 2008.,
Description:	1 online resource (vii, 243 p.) :ill.
[NT 15003449]:	Liberal 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 GayleS. 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.]
Subject:	School management and organization - United States. -
Online resource:	http://www.emeraldinsight.com/1479-3539/16
ISBN:	9781846639111 (electronic bk.)

Strong states, weak schools = the benefits and dilemmas of centralized accountability /
Strong states, weak schoolsthe benefits and dilemmas of centralized accountability /[electronic resource] :edited by Bruce Fuller, Melissa K. Henne, Emily Hannum.{me_controlnum} - 1st ed. - Bingley :Emerald JAI,2008. - 1 online resource (vii, 243 p.) :ill. - Research in sociology of education,v. 161479-3539 ;. - Research in sociology of education ;v. 13..

Includes bibliographical references and subject index.

Liberal 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 GayleS. 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.]

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 thepoor - politicians seek to narrow the aims of learning, advance routine curricular packages, and tightly align standardized tests. Why are governments pushingto 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 hotlycontested ideological and empirical questions asked by thisvolume'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 docentralized 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.

ISBN: 9781846639111 (electronic bk.)Subjects--Topical Terms:

524901
School management and organization
--United States.

LC Class. No.: LB2806.22 / .S77 2008

Dewey Class. No.: 371.200973

Universal Decimal Class. No.: 37.07

Strong states, weak schools = the benefits and dilemmas of centralized accountability /
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245 0 0 $a Strong states, weak schools $h [electronic resource] : $b the benefits and dilemmas of centralized accountability / $c edited by Bruce Fuller, Melissa K. Henne, Emily Hannum.{me_controlnum}
250 $a 1st ed.
260 $a Bingley : $b Emerald JAI, $c 2008.
300 $a 1 online resource (vii, 243 p.) : $b ill.
490 1 $a Research in sociology of education, $x 1479-3539 ; $v v. 16
504 $a Includes bibliographical references and subject index.
505 0 $a Liberal 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 GayleS. 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 $a 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 thepoor - politicians seek to narrow the aims of learning, advance routine curricular packages, and tightly align standardized tests. Why are governments pushingto 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 hotlycontested ideological and empirical questions asked by thisvolume'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 docentralized 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 $a Description based on print version record.
650 0 $a School management and organization $z United States. $3 524901
650 0 $a Educational accountability $z United States. $3 531348
650 0 $a Educational evaluation $z United States. $3 532457
650 0 $a Teacher effectiveness $z United States. $3 541903
650 7 $a Organization & management of education. $2 bicssc $3 1556640
650 7 $a Education $x Administration $x General. $2 bisacsh $3 1556855
700 1 $a Fuller, Bruce. $3 562140
700 1 $a Henne, Melissa K. $3 1557298
700 1 $a Hannum, Emily. $3 1556741
776 0 8 $i Print version: $t Strong states, weak schools. $b 1st ed. $d Bingley, UK :Emerald JAI, 2008 $z 9781846639104 $w (OCoLC)237755781
830 0 $a Research in sociology of education ; $v v. 13. $3 1556742
856 4 0 $u http://www.emeraldinsight.com/1479-3539/16