Strong states, weak schools : the benefits and dilemmas of centralized accountability
著者
書誌事項
Strong states, weak schools : the benefits and dilemmas of centralized accountability
(Research in sociology of education / series editors Bruce Fuller and Emily Hannum, v. 16)
Emerald JAI, 2008
1st ed
大学図書館所蔵 全20件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
Chapter 1 Overview: Liberal learning in centralizing states.
Chapter 2 Accountability and teaching practices: School-level actions and teacher responses.
Chapter 3 District leaders eroding school coherence? The interpretation of accountability mandates.
Chapter 4 Tightening the ship or slowly sinking? Reshaping teachers' work conditions.
Chapter 5 Raising achievement or closing gaps? Identifying effective accountability tools.
Chapter 6 High stakes diplomas: Organizational responses to California's high school exit exam.
Chapter 7 District capacity and accountability: professional development as reform tool.
Chapter 8 Exit exams and organizational change in a vocational high school.
Acknowledgments.
About the Authors.
Edited by.
Edited by.
Copyright page.
Subject Index.
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