CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Chapter 1 Overview: Liberal learning in centralizing states

Tác giả

Fuller B.

Năm xuất bản

2008

Source title

Research in the Sociology of Education

Số trích dẫn

8

DOI

10.1016/S1479-3539(08)16001-3

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-45949085551&doi=10.1016%2fS1479-3539%2808%2916001-3&partnerID=40&md5=1ce4c22b194be6f70a283f82e042649f

Tóm tắt

[No abstract available]

Từ khóa

Tài liệu tham khảo

Berliner D., Biddle B., The manufactured crisis: Myths, fraud, and the attack on America's public schools, (1995); Borko H., Elliott R., Hands-on pedagogy versus hands-off accountability, Phi Delta Kappan, 80, pp. 394-400, (1999); Carnoy M., Loeb S., Does external accountability affect student outcomes? A cross-state analysis, Educational Evaluation and Policy Analysis, 24, pp. 305-331, (2002); Chubb J., Moe T., Politics, markets and America's schools, (1990); Clinton W., My life, (2004); Clotfelter C., Ladd H., Recognizing and rewarding success in public schools, Holding schools accountable: Performance-based reform in education, (1996); Cohen M., Key issues confronting state policymakers, Restructuring schools: The next generation of educational reform, (1990); Coleman J., Campbell E., Hobson C., McPartland F., Mood A., Weinfeld F., York R., Equality of educational opportunity, (1966); Cross C., Political education: National policy comes of age, (2004); Elmore R., Abelman C., Fuhrman S., The new accountability in state education reform: From process to performance, Holding schools accountable: Performance-based reform in education, (1996); Fuhrman S., Elmore R., Understanding local control in the wake of state education reform, Educational Evaluation and Policy Analysis, 12, pp. 82-96, (1990); Fuller B., Inside charter schools: The paradox of radical decentralization, (2000); Fuller B., Standardized childhood: The cultural and political struggle over early education, (2007); Fuller B., Gesicki K., Kang E., Wright J., Gauging growth: How to judge No Child Left Behind?, Educational Researcher, 36, pp. 268-278, (2007); Fuller B., Loeb S., Arshan N., Chen A., Yi S., California principals' resources: Acquisition, deployment, and barriers, (2007); Fuller B., Rasiah A., Schooling citizens for evolving democracies, Institutions of American democracy: The public schools, (2005); Gamoran A., Secada W., Marrett C., The organizational context of teaching and learning: Changing theoretical perspectives, Handbook of the sociology education, (2000); Garnier M., Hage J., Fuller B., The strong state, social class, and controlled school expansion in France, 1881-1975, American Journal of Sociology, 95, pp. 279-306, (1989); Goertz M., Duffy M., Assessment and accountability systems in 50 states, 1999-2000, (2001); Hanushek E., Raymond M., Does school accountability lead to improved student performance?, Journal of Policy Analysis and Management, 24, pp. 297-327, (2005); Jennings J., Answering the question that matters most: Has student achievement increased since No Child Left Behind?, (2007); Koretz D., Barron S., Mitchell K., Stecher B., The perceived effects of the Kentucky Instruction Results Information System, (1996); Ladd H., Hansen J., Making money matter: Financing America's schools, (1999); Lee J., Wong K., The impact of accountability on racial and socioeconomic equity: Considering both school resources and achievement outcomes, American Educational Research Journal, 41, pp. 797-832, (2004); Lockheed M., Primary education in India, (1997); McClain L., The place of families: Fostering capacity, equality, and responsibility, (2006); McNeil L., Valenzuela A., The harmful impact of the TAAS system of testing in Texas: Beneath the accountability rhetoric, (2000); Meyer J., Rowan B., The structure of educational organizations, Environments and organizations, (1978); Mintrop H., Trujillo T., The practical relevance of accountability systems for school improvement, Educational Evaluation and Policy Analysis, 29, pp. 319-352, (2007); Osborne D., Gaebler T., Reinventing government, (1992); Peters T., Waterman R., In search of excellence: Lessons from America's best-run companies, (1982); Rodriguez R., Days of obligation: An argument with my Mexican father, (1992); Romberg T., Zarinia E., Williams S., The influence of mandated testing on mathematics instruction: Grade 8 teachers' perceptions, (1989); Rowan B., The new institutionalism and the study of education organizations: Changing ideas for changing times, The new institutionalism in education, (2006); Rutter M., Maughan B., Mortimore P., Ouston J., Fifteen thousand hours: Secondary schools and their effects on children, (1982); Smith M., O'Day J., Systemic school reform, The politics of curriculum and testing: The 1990 yearbook of the politics of education association, (1991); Smith M.L., Edelsky K., Draper K., Rottenberg C., Cherland M., The role of testing in elementary schools, (1991); Stecher B., Consequences of large-scale, high-stakes testing on school and classroom practice, Making sense of test-based accountability in education, (2002); Stecher B., Barron S., Chun T., Ross K., The effects of the Washington state education reform on schools and classrooms, (2000); Tyack D., The one best system: A history of American urban education, (1974); Woody E., Buttles M., Kafka J., Park S., Russell J., Voices from the field: Educators respond to accountability, (2004)

Nơi xuất bản

Hình thức xuất bản

Review

Open Access

Nguồn

Scopus