That Dog Won't Hunt!”
Exemplary School Change Efforts Within the Kentucky Reform
Datos Bibliográficos
| ID | 8224367 |
|---|---|
| Autores | Shelby A Wolf (CRESST/University of Colorado at Boulder, autor de correspondencia), Harold Borko (0000-0002-7565-9307, University of Colorado Boulder), Hilda Borko (CRESST/University of Colorado at Boulder), Rebekah Elliott (0000-0001-9905-6554, University of Colorado Boulder), Rebekah L Elliott (CRESST/University of Colorado at Boulder), Monette C McIver (CRESST/University of Colorado at Boulder) |
| Año | 2000 |
| Volumen | 37 |
| Número | 2 |
| Páginas | 349-393 |
| Fecha de publicación | 2000-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Educational Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312037002349 |
| OpenAlex | W2084040010 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 17 |
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as well as their principal's leadership. Thus, human capital, the knowledge and willingness to learn on the part of individuals, is inextricably linked to social capital, the relationships of trust and willingness to risk among school personnel. The way in which the four schools successfully met the challenge of KERA and KIRIS was unique to each site. Still, there were critical commonalties among the teachers: their regard. for history and heritage; the efficacy of their cooperative leadership; their careful reflection on the reform itself which ultimately allowed them to teach well beyond the KIRIS test (particularly in writing); and, most important, their dedication to students
Economic growth · Education reform · Human capital · Pedagogy · Political science · Primary education · Principal (computer security · Public relations · Social capital · Social science · Sociology · Test (biology · Educational Assessment and Improvement · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Policy Implementation and Cognition
Alignment of Scores on Large-Scale Assessments and Report-Card Grades
A Mixed Methods Sampling Methodology for a Multisite Case Study
Building support for language and early literacy in preschool classrooms through in-service professional development
Professional development
The success and failure of one mandated reform for young children
Integrating findings from surveys and case studies
The Ciera School Change Framework
Reconstructing Conceptions of Local Capacity
External reform initiatives and teachers' efforts to reconstruct their practice
Social Capital in the Creation of Human Capital
Assessment Policy as Persuasion and Regulation
American Journal of Education
The Differences in Theory That Matter in the Practice of School Improvement
Learning From School Restructuring
Teachers’ Professional Community in Restructuring Schools
Reform and Resistance in Schools and Classrooms
Social Capital in the Creation of Human Capital
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 0,33 |
| Intervalo de citas | 2002 - 2011 (10) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |