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Politics, Markets, and America's Schools is an ambitious book that draws eclectically on concepts from political science, the sociology of organizations and educational learning theory. Chubb and Moe employ an extensive array of data seeking to link the mechanisms that control school operations to student achievement. They conclude that a total restructuring of the governance system of American education — from democratic to market control — is necessary. Our review scrutinizes a set of critical decisions made by Chubb and Moe in defining their key concepts and in the analytical models employed in this research. We argue that many of these decisions are not justified on either theoretical or methodological grounds. Moreover, the cumulative effect of the decision tends to tilt the empirical evidence toward supporting the authors' a priori beliefs. As a result, we conclude that Politics, Markets, and America's Schools is best viewed as a policy argument, where extensive, but not always solid empirical evidence has been artfully employed to advance the authors' preconceived notions about American schooling. 相似文献
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Higher Education - This paper, while conceptual in nature, is informed by both research and practice. Exploring the “engagement interface” as the site for student engagement (SE), we... 相似文献
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Heather J. Hough David Kerbow Anthony Bryk Gay Su Pinnell Emily Rodgers Emily Dexter 《School Effectiveness & School Improvement》2013,24(4):452-485
In this paper, we report on 2 studies developing, testing, and using an observation tool for measuring primary literacy instruction, the Developing Language and Literacy Teaching (DLLT) rubrics. In Study 1 (an instrumentation study), we show that the DLLT has a high level of internal consistency, that there are high levels of inter-rater reliability when the tool is used by in-school coaches, that the items order consistent with a hypothesized developmental trajectory, and that the DLLT can distinguish between novice and more experienced teachers at one time point. In Study 2 (a 3‐year longitudinal study), we show that the DLLT is sensitive to growth in teaching practice, that this growth is related to exposure to one-on-one coaching, and that teacher practice as measured by the DLLT is related to teachers' value added to student achievement year by year. 相似文献
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