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25 Remote Warehouse Education- School Reform & Controversy

This title in other editions

Spinning Wheels: The Politics of Urban School Reform

by

Spinning Wheels: The Politics of Urban School Reform Cover

 

Synopses & Reviews

Publisher Comments:

While almost everyone agrees that America's urban schools are a mess, Frederick Hess argues that much of what ails urban education is actually the result of continuous or fragmentary reform. The result is what he terms " policy churn" , which distracts teachers and principals from efforts to refine classroom teaching while seldom resulting in successful long-term changes.

Synopsis:

Almost everyone agrees that America's urban schools are a mess. But while this agreement has fostered widespread support for aggressive reform, Frederick Hess argues that much of what ails urban education is actually the result of continuous or fragmentary reform. Hess explains that political incentives drive school superintendents to promote reforms--to demonstrate that they are " making a difference." Superintendents have to do this quickly, both because their tenure is usually three years or less and because urban communities are anxious to see educational improvement. However, the nature of urban school districts makes it very difficult to demonstrate concrete short-term improvement. The result is what he terms " policy churn, " which distracts teachers and principals from efforts to refine classroom teaching while seldom resulting in successful long-term changes. Hess argues that policymakers have misallocated resources by pursuing the " right" structure or the " best" pedagogy while paying insufficient attention to the more mundane--and more important--questions of how to implement, refine, and sustain a particular approach in their particular district. Hess explains that previous research on high-performing schools suggests that the best schools are characterized by focus and by an ability to develop expertise in specific approaches to teaching and learning. To help educators and policymakers adopt and nurture a focused agenda, he recommends institutional changes that increase the effectiveness of performance outcomes and reduce the incentives to emphasize symbolic reform.

Product Details

ISBN:
9780815736356
Author:
Hess, Frederick M.
Publisher:
Brookings Institution Press
Location:
Washington, D.C. :
Subject:
Education
Subject:
Sociology - Urban
Subject:
Educational Reform
Subject:
Educational change
Subject:
Education, urban
Subject:
Educational change -- United States -- Case studies.
Subject:
Education, Urban -- United States -- Administration -- Case studies.
Subject:
Educational Policy & Reform
Subject:
Educational change -- United States.
Subject:
Education, Urban - Political aspects -
Subject:
Education-School Reform & Controversy
Publication Date:
19981131
Binding:
TRADE PAPER
Language:
English
Illustrations:
Yes
Pages:
210
Dimensions:
8.98x5.97x.66 in. .71 lbs.

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Related Subjects

Education » Administration
Education » School Reform and Controversy
History and Social Science » Politics » General
History and Social Science » Sociology » Urban Studies » General

Spinning Wheels: The Politics of Urban School Reform New Trade Paper
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Product details 210 pages Brookings Institution Press - English 9780815736356 Reviews:
"Synopsis" by , Almost everyone agrees that America's urban schools are a mess. But while this agreement has fostered widespread support for aggressive reform, Frederick Hess argues that much of what ails urban education is actually the result of continuous or fragmentary reform. Hess explains that political incentives drive school superintendents to promote reforms--to demonstrate that they are " making a difference." Superintendents have to do this quickly, both because their tenure is usually three years or less and because urban communities are anxious to see educational improvement. However, the nature of urban school districts makes it very difficult to demonstrate concrete short-term improvement. The result is what he terms " policy churn, " which distracts teachers and principals from efforts to refine classroom teaching while seldom resulting in successful long-term changes. Hess argues that policymakers have misallocated resources by pursuing the " right" structure or the " best" pedagogy while paying insufficient attention to the more mundane--and more important--questions of how to implement, refine, and sustain a particular approach in their particular district. Hess explains that previous research on high-performing schools suggests that the best schools are characterized by focus and by an ability to develop expertise in specific approaches to teaching and learning. To help educators and policymakers adopt and nurture a focused agenda, he recommends institutional changes that increase the effectiveness of performance outcomes and reduce the incentives to emphasize symbolic reform.
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