Integrating Educational Systems for Successful Reform in Diverse Contexts

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Figures......Page 9
Tables......Page 10
Acknowledgments......Page 11
Purpose......Page 13
Rules of evidence and inclusion......Page 14
Formal structures linking levels of education......Page 17
Organization of this volume......Page 21
2 School Effectiveness and Improvement......Page 23
The processes of effective schooling......Page 25
(1) The Processes of Effective Leadership......Page 27
(3) Producing a Positive School Culture......Page 28
(6) The Processes of Effective Teaching......Page 29
Other Effective Schools Processes......Page 30
Conducting Contextually Sensitive SER......Page 31
Principal Leadership Style......Page 33
Experience Level of Teachers......Page 34
Parallel Results from School Improvement Studies......Page 35
Phases in the Development of Effective Schools for Disadvantaged Students......Page 36
Research related to equity issues at the school level......Page 38
Results from research studying the school and classroom levels simultaneously......Page 41
Research related to equity issues at the classroom level......Page 43
3 District-Level Reform Efforts......Page 47
The role of the district......Page 49
Preconditions for district reform......Page 51
The role of school boards......Page 53
District capacity......Page 55
Superintendent Leadership......Page 56
District Efforts to Improve School Leadership......Page 59
District Efforts to Foster Teacher Leadership......Page 60
Coordinating, Developing, and Managing Accountability Systems......Page 61
Curriculum and Standards Development......Page 63
Allocating Resources for Reform......Page 64
Type of Reform or Reform Foci......Page 65
Challenges to Developing Capacity......Page 67
Professional Development and Learning Partnerships......Page 69
Problem-Solving Partnerships......Page 73
Resource Partnerships......Page 74
Ideological Linkages......Page 75
Accountability Systems......Page 76
Conclusion......Page 81
4 Community-Level Reform Efforts......Page 83
Urban reform and community linkages......Page 85
Urban reform and community capacity......Page 86
Urban reform, local economies, and race......Page 91
Rural communities and reform......Page 96
Conclusion......Page 102
5 State-Level Reform Efforts......Page 105
Political context......Page 107
Capacity......Page 109
State Capacity to Support Professional Learning in State Agencies......Page 111
State Capacity to Support Professional Development in Districts and Schools......Page 112
Policy Alignment......Page 115
State Funding and Funding Infrastructures......Page 116
Funding Reform......Page 118
Political Allegiances, Partnerships, and Relational Linkages......Page 120
Ideological Linkages......Page 122
State Accountability Systems......Page 124
Alignment between Accountability Systems at Different Policy Levels......Page 125
State Support and Sanctions That Accompany Accountability Systems......Page 127
Test Validity and Other Questions......Page 129
Conclusion......Page 131
Introduction......Page 135
Achievement......Page 140
School level......Page 147
Schools, Comprehensive School Reform, and Linguistic and Cultural Diversity......Page 149
District level......Page 153
Districts, Comprehensive School Reform, and Linguistic and Cultural Diversity......Page 157
State level......Page 158
States, Comprehensive School Reform, and Linguistic and Cultural Diversity......Page 162
Design team level......Page 164
Conclusion......Page 166
7 The Role of the Federal Government in Reform Efforts......Page 168
A brief history of the federal role in u.s. education with respect to equity......Page 169
Two current examples of federal involvement: naep and nclb......Page 173
No Child Left Behind......Page 177
Conclusion......Page 182
A brief history of sampling issues......Page 184
The need for mixed methods......Page 187
The measurement of the innovation......Page 190
Multiple outcomes measures for linguistically and racially diverse students......Page 191
Validity issues related to studies of linguistically and culturally diverse students......Page 193
Conclusions regarding methodology......Page 195
9 Discussion and Conclusion......Page 196
Key factors in educational reform in multicultural, multilingual settings......Page 197
The systemic linkages that are most important in school reform......Page 199
What systemic linkages seem to be least effective in producing sustainable school reform?......Page 207
Bibliography......Page 211
Index......Page 237