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Author : Launor Franklin Carter
Publisher : Unknown
Page : 688 pages
File Size : 50,5 Mb
Release : 1983
Category : Compensatory education
ISBN : UOM:39015042084494
Author : David K. Cohen,Susan L. Moffitt
Publisher : Harvard University Press
Page : 344 pages
File Size : 40,5 Mb
Release : 2010-02-28
Category : Education
ISBN : 0674053648
American schools have always been locally created and controlled. But ever since the Title I program in 1965 appropriated nearly one billion dollars for public schools, federal money and programs have been influencing every school in America. What has been accomplished in this extraordinary assertion of federal influence? What hasn't? Why not? With incisive clarity and wit, David Cohen and Susan Moffitt argue that enormous gaps existed between policies and programs, and the real-world practices that they attempted to change. Learning and teaching are complicated and mysterious. So the means to achieve admirable goals are uncertain, and difficult to develop and sustain, particularly when teachers get little help to cope with the blizzard of new programs, new slogans, new tests, and new rules. Ironically, as the authors observe, the least experienced and least well-trained teachers are often in the most needy schools, so federal support is compromised by the inequality it is intended to ameliorate. If new policies and programs don't include means to create the capability they require, they cannot succeed. We don't know what we need to enable states, school systems, schools, teachers, and students to use the resources that programs offer. The trouble with standards-based reform is that standards and tests still don't teach you how to teach.
Author : National Institute of Education (U.S.)
Publisher : Unknown
Page : 18 pages
File Size : 43,7 Mb
Release : 1978
Category : Compensatory education
ISBN : UCR:31210024949511
Author : Robert D. Hess
Publisher : Unknown
Page : 128 pages
File Size : 42,9 Mb
Release : 1965
Category : Children with social disabilities
ISBN : OCLC:959785096
Author : Anonim
Publisher : Unknown
Page : 384 pages
File Size : 45,9 Mb
Release : 1996
Category : Education
ISBN : MINN:30000010539934
Author : American Institutes for Research
Publisher : Unknown
Page : 128 pages
File Size : 42,8 Mb
Release : 1969
Category : Children with social disabilities
ISBN : LCCN:73601322
Author : Anonim
Publisher : Unknown
Page : 44 pages
File Size : 40,9 Mb
Release : 1985
Category : Child welfare
ISBN : UCR:31210016415257
Author : American Institutes for Research
Publisher : Unknown
Page : 168 pages
File Size : 55,6 Mb
Release : 1969
Category : Children with social disabilities
ISBN : WISC:89119897726
Author : Anonim
Publisher : Unknown
Page : 938 pages
File Size : 55,9 Mb
Release : 1969
Category : Education
ISBN : UFL:31262083003441
Author : American Institutes for Research
Publisher : Unknown
Page : 100 pages
File Size : 51,7 Mb
Release : 1969
Category : Children with social disabilities
ISBN : WISC:89119897643
Author : Julian C. Stanley
Publisher : Baltimore : Johns Hopkins University Press
Page : 232 pages
File Size : 54,9 Mb
Release : 1973
Category : Architecture
ISBN : UOM:39015010238643
Proceedings of the second annual Hyman Blumberg symposium on research in early childhood education.
Author : Anonim
Publisher : Unknown
Page : 714 pages
File Size : 44,8 Mb
Release : 1980
Category : Evaluation research (Social action programs)
ISBN : WISC:89007172992
Author : Kenneth K. Wong
Publisher : Unknown
Page : 232 pages
File Size : 47,5 Mb
Release : 1999
Category : Education
ISBN : UOM:39015048955226
This book examines the fundamental role of politics in funding our public schools and fills a conceptual imbalance in the current literature in school finance and educational policy. Unlike those who are primarily concerned about cost efficiency, Kenneth Wong specifies how resources are allocated for what purposes at different levels of the government. In contrast to those who focus on litigation as a way to reduce funding gaps, he underscores institutional stalemate and the lack of political will to act as important factors that affect legislative deadlock in school finance reform. Wong defines how politics has sustained various types of "rules" that affect the allocation of resources at the federal, state, and local level. While these rules have been remarkably stable over the past twenty to thirty years, they have often worked at cross-purposes by fragmenting policy and constraining the education process at schools with the greatest needs. Wong's examination is shaped by several questions. How do these rules come about? What role does politics play in retention of the rules? Do the federal, state, and local governments espouse different policies? In what ways do these policies operate at cross-purposes? How do they affect educational opportunities? Do the policies cohere in ways that promote better and more equitable student outcomes? Wong concludes that the five types of entrenched rules for resource allocation are rooted in existing governance arrangements and seemingly impervious to partisan shifts, interest group pressures, and constitutional challenge. And because these rules foster policy fragmentation and embody initiatives out of step with the performance-based reform agenda of the 1990s, the outlook for positive change in public education is uncertain unless fairly radical approaches are employed. Wong also analyzes four allocative reform models, two based on the assumption that existing political structures are unlikely to change and two that seek to empower actors at the school level. The two models for systemwide restructuring, aimed at intergovernmental coordination and/or integrated governance, would seek to clarify responsibilities for public education among federal, state, and local authorities-above all, integrating political and educational accountability. The other two models identified by Wong shift control from state and district to the school, one based on local leadership and the other based on market forces. In discussing the guiding principles of the four models, Wong takes care to identify both the potential and limitations of each. Written with a broad policy audience in mind, Wong's book should appeal to professionals interested in the politics of educational reform and to teachers of courses dealing with educational policy and administration and intergovernmental relations.
Author : Lorin W. Anderson
Publisher : Taylor & Francis
Page : 188 pages
File Size : 41,7 Mb
Release : 2023-05-31
Category : Technology & Engineering
ISBN : 9781000947526
Inquiry, Data, and Understanding is a reflective collection of papers in which Lorin Anderson offers his personal perspective on developments in educational research over thirty years. Following an introductory chapter, in which educational research is defined as disciplined inquiry, the remaining chapters are divided into four sections: time and learning, factors influencing educational effectiveness, international perspectives, and the nature and purpose of educational research. Each section contains an introduction that places the chapters in that section in a historical and personal context. The fourth section, which concludes the book, summarises four lessons that were learned about becoming a researcher. Based on these lessons, the final chapter describes four needs that must be met if school and classroom research is to move forward: * The need for concept-based research * The need to put students back into the equation * The need to stop focusing on correlates of student achievement * The need for research on alterable variables.
Author : United States. Superintendent of Documents
Publisher : Unknown
Page : 1504 pages
File Size : 49,8 Mb
Release : 1979
Category : United States
ISBN : STANFORD:36105019598296
