Obama's Education Plan: The Theory of Action behind Turning Around America's Worst Schools

Autor/in	Rogers-Chapman, M. Felicity
Titel	Obama's Education Plan: The Theory of Action behind Turning Around America's Worst Schools
Quelle	In: Education and Urban Society, 47 (2015) 4, S.476-495 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124513497789
Schlagwörter	Educational Planning; Federal Programs; Politics of Education; Educational Change; Educational Practices; Educational Improvement; Academic Achievement; Educational Policy; Educational History; Federal Aid; Grants; Educational Theories; Policy Analysis; Improvement Programs; Federal Legislation; Educational Legislation; Change Strategies; Educational Strategies; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Bildungsplanung; Educational policy; Bildungspolitik; Bildungsreform; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Politics of education; History of education; Bildungsgeschichte; Grant; Finanzielle Beihilfe; Educational theory; Theory of education; Bildungstheorie; Politikfeldanalyse; Effizienzsteigerung; Bundesrecht; Bildungsrecht; Schulgesetz; Lösungsstrategie; Lehrstrategie
Abstract	Policy makers' attempts to improve low-achieving schools through reform measures are not new to the 21st century. Research asserts that this policy churn has done little, if anything, to change student achievement levels. Based on the research, I assert that policy reforms such as teacher evaluations and test-based assessment, and school improvement cannot occur without an integration of organizational components. Furthermore, through a theory of action analysis of the School Improvement Grant (SIG) program, I suggest that the link between what we know about school improvement and what is put forth in policy is tenuous at best. Continuing to pass reform simply for political reasons is not a viable option if our schools are to produce sustainable, positive change in student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01