TY  - BOOK
AU  - Fuller,Bruce
AU  - Henne,Melissa K.
AU  - Hannum,Emily
TI  - Strong states, weak schools: the benefits and dilemmas of centralized accountability 
T2  - Research in sociology of education,
SN  - 9781846639111 (electronic bk.) :
AV  - LB2806.22 .S77 2008
U1  - 371.200973 22
PY  - 2008///
CY  - Bingley
PB  - Emerald JAI
KW  - School management and organization
KW  - United States
KW  - Educational accountability
KW  - Educational evaluation
KW  - Teacher effectiveness
KW  - Organization & management of education
KW  - bicssc
KW  - Education
KW  - Administration
KW  - General
KW  - bisacsh
N1  - 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 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.]
N2  - 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 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
UR  - http://www.emeraldinsight.com/1479-3539/16
ER  -