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Explains how William Gladstone responded to the 'Irish Question',
and in so doing changed the British and Irish political landscape.
Religion, land, self-government and nationalism became subjects of
intensive political debate, raising issues about the constitution
and national identity of the whole United Kingdom.
This monumental collection presents the first-ever sociological
analysis of the No Child Left Behind Act and its effects on
children, teachers, parents, and schools. More importantly, these
leading sociologists consider whether NLCB can or will accomplish
its major goal: to eliminate the achievement gap by 2014. Based on
theoretical and empirical research, the essays examine the history
of federal educational policy and place NCLB in a larger
sociological and historical context. Taking up a number of policy
areas affected by the law-including accountability and assessment,
curriculum and instruction, teacher quality, parental involvement,
school choice and urban education-this book examines the effects of
NCLB on different groups of students and schools and the ways in
which school organization and structure affect achievement. No
Child Left Behind concludes with a discussion of the important
contributions of sociological research and sociological analysis
integral to understanding the limits and possibilities of the law
to reduce the achievement gap.
This monumental collection presents the first-ever sociological
analysis of the No Child Left Behind Act and its effects on
children, teachers, parents, and schools. More importantly, these
leading sociologists consider whether NLCB can or will accomplish
its major goal: to eliminate the achievement gap by 2014. Based on
theoretical and empirical research, the essays examine the history
of federal educational policy and place NCLB in a larger
sociological and historical context. Taking up a number of policy
areas affected by the law-including accountability and assessment,
curriculum and instruction, teacher quality, parental involvement,
school choice and urban education-this book examines the effects of
NCLB on different groups of students and schools and the ways in
which school organization and structure affect achievement. No
Child Left Behind concludes with a discussion of the important
contributions of sociological research and sociological analysis
integral to understanding the limits and possibilities of the law
to reduce the achievement gap.
Explains how William Gladstone responded to the 'Irish Question',
and in so doing changed the British and Irish political landscape.
Religion, land, self-government and nationalism became subjects of
intensive political debate, raising issues about the constitution
and national identity of the whole United Kingdom.
Written in an accessible style by highly respected scholars, the
papers in this volume document and analyse particular components of
the Children First reforms, including governance, community
engagement, finance, accountability, and instruction. The education
reforms in New York City's public schools begun under the
administration of Mayor Michael Bloomberg and School Chancellor
Joel Klein have been among the most ambitious of any large urban
system in the country. Aimed at instituting evidence-based
practices to produce higher and more equitable outcomes for all
students, the policies that comprise the Children First initiative
represent an attempt at organisational improvement and systemic
learning that is unparalleled in U.S. public education. The
tremendous scope of the reforms, the multiple and interrelated
challenges involved in their implementation, and their undeniable
impact all underscore their importance in providing lessons for the
field and in framing the conversation about the next level of work
in district-based reform. The editors explore the theory of action
behind each phase of reform, and examine the tensions and tradeoffs
that played out as these reforms were implemented. Together, these
thoughtful and thoroughly researched analyses promise to inform
improvement in other urban systems and add to our understanding of
systemic learning and change in education. Contributors include
Stacey Childress, Sean P. Corcoran, Ronald F. Ferguson, Margaret E.
Goertz, Eva Gold, Jeffrey R. Henig, Monica Higgins, Paul T. Hill,
Ann Ishimaru, James J. Kemple, Henry M. Levin, Susanna Loeb, Marion
Orr, Amy Ellen Schwartz, Megan Silander, Elaine Simon, Leslie
Santee Siskin, Leanna Stiefel, Sola Takahashi, Joan E. Talbert, and
Jim Wyckoff.
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