Bush-Obama School Reform: Lessons Learned. Educational Innovations Series

Sonst. Personen	Hess, Frederick M. (Hrsg.); McShane, Michael Q. (Hrsg.)
Titel	Bush-Obama School Reform: Lessons Learned. Educational Innovations Series
Quelle	(2018), (232 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68253-218-8
Schlagwörter	Educational Change; Politics of Education; Government Role; Federal Government; Presidents; Academic Standards; Accountability; Teacher Effectiveness; Educational Quality; Scores; School Choice; Charter Schools; Educational Research; Civil Rights; Educational Legislation; Federal Legislation; Federal Aid; Federal Programs; Common Core State Standards; Testing; Educational Policy; School Turnaround; Incentives; Teacher Improvement; Educational Innovation; State Departments of Education + Suchen Sie Ihr Suchwort? Bildungsreform; Educational policy; Bildungspolitik; Bundesregierung; President; Präsident; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Choice of school; Schulwahl; Charter school; Charter-Schule; Bildungsforschung; Pädagogische Forschung; Bürgerrechte; Grundrechte; Zivilrecht; Bildungsrecht; Schulgesetz; Bundesrecht; Common core curriculum; Curriculum; Kerncurriculum; Testdurchführung; Testen; Politics of education; Anreiz; Instructional innovation; Bildungsinnovation; Kultusministerium
Abstract	Frederick M. Hess and Michael Q. McShane have gathered a diverse group of scholars to examine the shifting federal role in education across the presidential administrations of George W. Bush and Barack Obama. While the administrations were vastly different, one thing remained constant: an ongoing and significant expansion of the federal role in education. Moreover, many of the key principles underlying federal reform remained consistent: an emphasis on standards- and test-based accountability; teacher quality as measured by test scores; school choice; and the importance of research in evaluating improvement initiatives. Rather than evaluating the merits of particular reforms, the book's contributors look at how federal involvement shaped the ways these initiatives were taken up--and by whom--as well as the sources and contours of political resistance. The contributors address a wide range of topics, from standards and accountability to charter schools to the federal role in education research and the civil rights paradigm as a way of framing education issues. The book pays special attention to the political dynamics that shaped the success or failure of prominent reform initiatives, including No Child Left Behind, Race to the Top, Common Core, and teacher evaluation, and each chapter concludes with a series of "Lessons Learned" that highlight key takeaways for moving forward. By examining the federal role in education across two such different administrations and over a sustained period of time, "Bush-Obama School Reform" offers a wealth of insight into the factors that support or constrain an expanded federal role in a range of education reforms and provides invaluable guidance for a changing era. This book contains the following chapters: (1) Testing and Accountability: What Have We Learned and Where Do We Go? (Deven Carlson); (2) The Limits of Policy for School Turnaround (Ashley Jochim); (3) Incentives and Inducements: The Feds Fight Federalism (Patrick McGuinn); (4) Federal Efforts to Improve Teacher Quality (Matthew A. Kraft); (5) The Bush-Obama Agenda for Education Research and Innovation: Major Investment, Mixed Returns (Robert Pianta and Tara Hofkens); (6) Why Standards Produce Weak Reform (Tom Loveless); (7) Federal Support for Charter Schooling: A Presidential Priority (Anna J. Egalite); (8) Challenging, Building, and Changing Capacity in State Education Agencies (Sara E. Dahill-Brown); and (9) Sound and Fury: Education and Civil Rights in the Bush and Obama Administrations (Joshua Dunn). (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01