03840cam a2200469Ma 4500001001300000003000600013005001700019006001900036007001500055008004100070020006800111020006500179020002500244040004100269043001200310050002500322072001600347072002300363080001000386082001900396245017300415250001200588260003500600300004400635490006000679504005900739505083200798520112501630588004702755650005502802650004702857650004302904650004202947650005202989650004903041700001903090700002203109700001903131776012403150830004903274856004703323ocn503447624OCoLC20171018091358.0m        d        cr un|||||||||080804s2008    enka    ob    001 0 eng d  a9781846639111 (electronic bk.) :c�59.99 ; � 86.95 ; $94.95  a1846639115 (electronic bk.) :c�59.99 ; � 86.95 ; $94.95  z9781846639104 (hbk.)  aMEAUCbengcMEAUCdOCLCQdIL4I4dZJC  an-us---14aLB2806.22b.S77 2008 7aJNK2bicssc 7aEDU0010002bisacsh  a37.0704a371.20097322200aStrong states, weak schoolsh[electronic resource] :bthe benefits and dilemmas of centralized accountability /cedited by Bruce Fuller, Melissa K. Henne, Emily Hannum.  a1st ed.  aBingley :bEmerald JAI,c2008.  a1 online resource (vii, 243 p.) :bill.1 aResearch in sociology of education,x1479-3539 ;vv. 16  aIncludes bibliographical references and subject index.0 aLiberal 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.]  aCivic 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.  aDescription based on print version record. 0aSchool management and organizationzUnited States. 0aEducational accountabilityzUnited States. 0aEducational evaluationzUnited States. 0aTeacher effectivenesszUnited States. 7aOrganization & management of education.2bicssc 7aEducationxAdministrationxGeneral.2bisacsh1 aFuller, Bruce.1 aHenne, Melissa K.1 aHannum, Emily.08iPrint version:tStrong states, weak schools.b1st ed.dBingley, UK : Emerald JAI, 2008z9781846639104w(OCoLC)237755781 0aResearch in sociology of education ;vv. 16.40uhttp://www.emeraldinsight.com/1479-3539/16