Mandating Academic Excellence: High School Responses to State Curriculum Reform. Sociology of Education Series.

Autor/inn/en	Wilson, Bruce L.; Rossman, Gretchen B.
Institution	Research for Better Schools, Inc., Philadelphia, PA.
Titel	Mandating Academic Excellence: High School Responses to State Curriculum Reform. Sociology of Education Series.
Quelle	(1993), (267 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8077-3263-X
Schlagwörter	At Risk Persons; Curriculum Development; Curriculum Evaluation; Educational Development; Educational Policy; Graduation Requirements; High Schools; Outcomes of Education; School Restructuring; Track System (Education) + Suchen Sie Ihr Suchwort? Risikogruppe; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsentwicklung; Politics of education; Bildungspolitik; Abschlussordnung; High school; Oberschule; Lernleistung; Schulerfolg; Schulreformplan; Schulumwandlung; Leistungsgruppe; Leistungsdifferenzierung
Abstract	In the past decade, states have taken an increasingly active role in designing new policies intended to reform America's high schools. This book offers a systematic, empirical look at the most widely adopted policy reform strategy--mandatory changes in high school graduation requirements. Maryland is used as a case study, exploring five representative high schools and presenting an in-depth discussion of their experiences with mandated reform. The first of eight chapters, Chapter 1, "Introduction," sets the context and the research strategy. Chapter 2, "The Role of the States in the Reform Movement of the 1980s," deals with research on graduation requirements and tracking. Chapter 3, "Where's the Action? Students, Teachers, and the Curriculum," looks at student credits and courses, graduation requirements, and teachers' views on curricular change. Change 4, "Who's Winning? Tracks, Tracking Systems, and Access to Resources," gives the views of teachers and students on tracking. Chapter 5, "Who's Losing? Students and Teachers at Risk," investigates dropouts, students, teachers, and departments at risk. Chapter 6, "Who's in Control? Key Actors and Their Influence on Policy Implementation," gives the perspectives of state staff, district and school administrators, and counselors. Chapter 7, "What's the Bottom Line? Policy Intentions and the Perception of Effects," details policy intentions, and school-level and consumer perceptions of policy effects. Chapter 8, "Educational Reform: Retrospect and Prospect," looks at the first wave of reform, educational reform and challenges in the 1990s, and a framework for reform. Two appendices give the research methods and tables of sample sizes. (Contains 161 references.) (RR)
Anmerkungen	Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01