Obama’s Education Plan
The Theory of Action Behind Turning Around America’s Worst Schools
Bibliographic Data
| ID | 9729916 |
|---|---|
| Authors | M Felicity Rogers-Chapman (Claremont Graduate University, CA, USA, corresponding author) |
| Year | 2015 |
| Volume | 47 |
| Issue | 4 |
| Pages | 476-495 |
| Publication date | 2015-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124513497789 |
| OpenAlex | W2100759484 |
| Language | EN |
| References cited | 41 |
Policy makers’ attempts to improve low-achieving schools through reform measures are not new to the 21st century. Research asserts that this policy churn has done little, if anything, to change student achievement levels. Based on the research, I assert that policy reforms such as teacher evaluations and test-based assessment, and school improvement cannot occur without an integration of organizational components. Furthermore, through a theory of action analysis of the School Improvement Grant (SIG) program, I suggest that the link between what we know about school improvement and what is put forth in policy is tenuous at best. Continuing to pass reform simply for political reasons is not a viable option if our schools are to produce sustainable, positive change in student outcomes
Academic achievement · Action (physics · Action plan · Economics · Management · Organizational change · Pedagogy · Plan (archaeology · Political science · Politics · Public relations · Sociology · Student achievement · Test (biology · Educational Assessment and Improvement · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies
Reaching Higher
Teacher Sorting and the Plight of Urban Schools
Professional Community in Chicago Elementary Schools
Street-Level Bureaucracy
Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School
The Significance of Relationships
Inequality and the Right to Learn
Leadership of Inquiry
Organizing Schools for Improvement
Effective Schools
Education policies for raising student learning
Collective Responsibility for Learning and Its Effects on Gains in Achievement for Early Secondary School Students
School transitions
Field Experiences in High-Need, Urban Settings
Identity for Sale
Research for School Improvement
What Is the System in Systemic Reform
Reconstitution—Three Years Later
Accountability and Educational Equity in the Transformation of an Urban District
From Social Ties to Social Capital
Dropping Out of High School
Norms of Collegiality and Experimentation
Learning From Experience
Teachers' Sense of Efficacy
Reforming Again, Again, and Again
Expecting the best for students
Invisible Inequality
| Citation velocity | historical |
|---|---|
| Highly cited | No |