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School reform from the inside out: policy, practice, and performance

By: Elmore, Richard F.
Publisher: Cambridge Harvard Education Publishing 2004Description: 277 p.ISBN: 9781891792243.Subject(s): Middle school students - United States - Psychology - Case studies | High school students - United States | Minority teenagers - United States | Educational change - United States | Education - Aims and objectives - United StatesDDC classification: 371.200973 Summary: This is essential reading for any school leader, education reformer, policymaker, or citizen interested in the forces that promote school change. "Giving test results to an incoherent, badly run school doesn't automatically make it a better school. The work of turning a school around entails improving the knowledge and skills of teachers-changing their knowledge of content and how to teach it-and helping them to understand where their students are in their academic development. Low-performing schools, and the people who work in them, don't know what to do. If they did, they would be doing it already." So writes Richard Elmore in "Unwarranted Intrusion," an essay critiquing the accountability mandates and high-stakes testing policies of the No Child Left Behind Act. In School Reform from the Inside Out, one of the country's leading experts on the successes and failures of American education policy tackles issues ranging from teacher development to testing to "failing" schools. As Elmore aptly notes, successful school reform begins "from the inside out" with teachers, administrators, and school staff, not with external mandates or standards. (http://hepg.org/hep-home/books/school-reform-from-the-inside-out)
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Table of Contents:

1.Getting to Scale with Good Educational Practice

2.Building a New Structure for School Leadership

3.Bridging the Gap between Standards and Achievement

4.When Accountability Knocks, Will Anyone Answer?

5.Unwarranted Intrusion

6.Change and Improvement in Educational Reform

7.Doing the Right Thing, Knowing the Right Thing to Do

This is essential reading for any school leader, education reformer, policymaker, or citizen interested in the forces that promote school change.
"Giving test results to an incoherent, badly run school doesn't automatically make it a better school. The work of turning a school around entails improving the knowledge and skills of teachers-changing their knowledge of content and how to teach it-and helping them to understand where their students are in their academic development. Low-performing schools, and the people who work in them, don't know what to do. If they did, they would be doing it already."

So writes Richard Elmore in "Unwarranted Intrusion," an essay critiquing the accountability mandates and high-stakes testing policies of the No Child Left Behind Act. In School Reform from the Inside Out, one of the country's leading experts on the successes and failures of American education policy tackles issues ranging from teacher development to testing to "failing" schools. As Elmore aptly notes, successful school reform begins "from the inside out" with teachers, administrators, and school staff, not with external mandates or standards.

(http://hepg.org/hep-home/books/school-reform-from-the-inside-out)

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