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This book is the fifth in a series on research and theory dedicated
to advancing our understanding of schools through empirical study
and theoretical analysis. Scholars, both young and established, are
invited to publish original analyses, but we especially encourage
young scholars to contribute to this series. The current volume is
similar to its predecessors in that it provides a mix of beginning
and established scholars and a broad range of theoretical
perspectives; in all 14 authors contributed to 9 separate but
related analyses, which were selected for publication this year.
These chapters underscore the significance of educational policy in
contemporary public education and in particular the impact of
accountability policy on school outcomes. Public schools are
increasingly being held accountable for students achieving at
higher levels in both basic skills and higher-level learning
outcomes. Of course, all policy is enacted by teachers in classroom
and sometimes changed or distorted in the process. The challenge is
to improve student outcomes without permitting accountability
testing to extinguish innovation and creativity in schools. This
book series on Theory and Research in Educational Administration is
about understanding schools. We welcome articles and analyses that
explain school organizations and administration. We are interested
in the ""why"" questions about schools. To that end, case analyses,
surveys, large data base analyses, experimental studies, and
theoretical analyses are all welcome. We provide the space for
authors to do comprehensive analyses where that is appropriate and
useful. We believe that the Theory and Research in Educational
Administration Series has the potential to make an important
contribution to our field, but we will be successful only if our
colleagues continue to join us in this mission.
This book is the fifth in a series on research and theory dedicated
to advancing our understanding of schools through empirical study
and theoretical analysis. Scholars, both young and established, are
invited to publish original analyses, but we especially encourage
young scholars to contribute to this series. The current volume is
similar to its predecessors in that it provides a mix of beginning
and established scholars and a broad range of theoretical
perspectives; in all 14 authors contributed to 9 separate but
related analyses, which were selected for publication this year.
These chapters underscore the significance of educational policy in
contemporary public education and in particular the impact of
accountability policy on school outcomes. Public schools are
increasingly being held accountable for students achieving at
higher levels in both basic skills and higher-level learning
outcomes. Of course, all policy is enacted by teachers in classroom
and sometimes changed or distorted in the process. The challenge is
to improve student outcomes without permitting accountability
testing to extinguish innovation and creativity in schools. This
book series on Theory and Research in Educational Administration is
about understanding schools. We welcome articles and analyses that
explain school organizations and administration. We are interested
in the "why" questions about schools. To that end, case analyses,
surveys, large data base analyses, experimental studies, and
theoretical analyses are all welcome. We provide the space for
authors to do comprehensive analyses where that is appropriate and
useful. We believe that the Theory and Research in Educational
Administration Series has the potential to make an important
contribution to our field, but we will be successful only if our
colleagues continue to join us in this mission.
Like its two predecessors, this volume offers a range of
theoretical perspectives and empirical analyses by novice and
established scholars to advance understanding of schools. Hoy (Ohio
State U.) and Miskel (U. of Michigan) introduce a dozen
contributions on school reform, improvement, and measurem
About the Authors. Editors' Comments, Wayne K. Hoy and Cecil G.
Miskel. Reform Refractions: Organizational Perspectives On
Standards- Based Reform, Jane Coggshall. Local Anchors Versus State
Levers In State-Led School Reform: Identifying The Community Around
Public Schools, John Sipple.
This text covers such topics as: organizational learning in
high-stakes accountability environments; bridging and buffering
parent involvement in schools; alternative views of the task of
teaching; and collective efficacy and school organization.
This text covers such topics as: organizational learning in
high-stakes accountability environments; bridging and buffering
parent involvement in schools; alternative views of the task of
teaching; and collective efficacy and school organization.
Hoy (educational administration, Ohio State University) and Miskel
(University of Michigan) present work by new and established
scholars representing a variety of theoretical perspectives on
leadership and reform in K-12 schools. They draw on a mix of
methodologies, including surveys, case studies, and structural
equation modeling, to examine issue
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