Literaturnachweis - Detailanzeige
| Autor/in | Trinidad, Jose Eos |
|---|---|
| Titel | Education Reformers, Strategic Action, and Their Logics for School Improvement |
| Quelle | (2023), (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Change; Educational Improvement; Dropout Prevention; Organizations (Groups); Professional Personnel; Attitudes; New York (New York); Illinois (Chicago); Pennsylvania (Philadelphia) |
| Abstract | School reform and improvement are driven by individuals, often working alongside each other. Drawing on in-depth interviews with researchers, philanthropists, and school improvement staff in Chicago, Philadelphia, and NYC, I found that education reformers employed varying logics and strategies even as they worked toward similar goals: "Engineers" used information, incentives, and interventions to promote technical changes while "capacity-builders" worked in schools to broker networks and instructional resources for relational changes within the system. More distantly, "framers" used research to reframe discourse and legitimize reforms while "table-setters" capitalized on investments and elite networks for systems-level changes. This research contributes to studies of school reform and leadership by suggesting how actors outside schools--with their logics and strategies--impact changes within it. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
