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Frederick M. Hess Spinning Wheels (Paperback) (UK IMPORT)
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eBay item number:365577289996
Item specifics
- Condition
- Brand New: A new, unread, unused book in perfect condition with no missing or damaged pages. See all condition definitionsopens in a new window or tab
- Book Title
- Spinning Wheels
- ISBN-10
- 0815736355
- EAN
- 9780815736356
- Country/Region of Manufacture
- US
- Title
- Spinning Wheels
- Subtitle
- The Politics of Urban School Reform
- ISBN
- 9780815736356
- Genre
- Society & Culture
- Release Date
- 11/01/1998
- Release Year
- 1998
- Topic
- Law & Politics
About this product
Product Identifiers
Publisher
Brookings Institution Press
ISBN-10
0815736355
ISBN-13
9780815736356
eBay Product ID (ePID)
1074068
Product Key Features
Number of Pages
210 Pages
Language
English
Publication Name
Spinning Wheels : the Politics of Urban School Reform
Subject
Educational Policy & Reform / General, Urban, General
Publication Year
1998
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
12.3 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
98-025373
Dewey Edition
21
Reviews
"The strength in Hess's work lies in his thorough critique of the limitations of past reforms and related policy issues. He effectively documents the many issues and activities related to past school reforms." --Don T. Martin, University of Pittsburgh, "The strength in Hess's work lies in his thorough critique of the limitations of past reforms and related policy issues. He effectively documents the many issues and activities related to past school reforms. " -Don T. Martin, University of Pittsburgh "Hess's carefully articulated political-institutional framework makes an important contribution to our understanding of the causes, extent, and consequences of policy churn and provides food for thought with regard to designing further studies of urban education reform. " -Melissa J. Marschall, University of South Carolina "This book should be read by graduate students, policy makers, and professionals and practitioners. " -N. L. Arnez, emeritus, Howard University
Illustrated
Yes
Dewey Decimal
370/.9173/2
Synopsis
Almost everyone agrees that America's urban schools are a mess. But while this agreement has fostered widespread support for aggressive reform, Frederick Hess argues that much of what ails urban education is actually the result of continuous or fragmentary reform. Hess explains that political incentives drive school superintendents to promote reforms - to demonstrate that they are making a difference. Superintendents have to do this quickly, both because their tenure is usually three years or less and because urban communities are anxious to see educational improvement. However, the nature of urban school districts makes it very difficult to demonstrate concrete short-term improvement. The result is what he terms policy churn, which distracts teachers and principals from efforts to refine classroom teaching while seldom resulting in successful long-term changes. Hess argues that policymakers have misallocated resources by pursuing the right structure or the best pedagogy while paying insufficient attention to the more mundane--and more important--questions of how to implement, refine, and sustain a particular approach in their particular district., Almost everyone agrees that America's urban schools are a mess. But while this agreement has fostered widespread support for aggressive reform, Frederick Hess argues that much of what ails urban education is actually the result of continuous or fragmentary reform. Hess explains that political incentives drive school superintendents to promote reforms - to demonstrate that they are "making a difference". Superintendents have to do this quickly, both because their tenure is usually three years or less and because urban communities are anxious to see educational improvement. However, the nature of urban school districts makes it very difficult to demonstrate concrete short-term improvement. The result is what he terms "policy churn," which distracts teachers and principals from efforts to refine classroom teaching while seldom resulting in successful long-term changes. Hess argues that policymakers have misallocated resources by pursuing the "right" structure or the "best" pedagogy while paying insufficient attention to the more mundane--and more important--questions of how to implement, refine, and sustain a particular approach in their particular district. Hess explains that previous research on high-performing schools suggests that the best schools are characterized by focus and by an ability to develop expertise in specific approaches to teaching and learning. To help educators and policymakers adopt and nurture a focused agenda, he recommends institutional changes that increase the effectiveness of performance outcomes and reduce the incentives to emphasize symbolic reform. Frederick M. Hess is an assistant professor of education and government at the University of Virginia. He is a contributor to "Learning from School Choice" (Brookings, 1998)., Almost everyone agrees that America's urban schools are a mess. But while this agreement has fostered widespread support for aggressive reform, Frederick Hess argues that much of what ails urban education is actually the result of continuous or fragmentary reform., " Almost everyone agrees that America's urban schools are a mess. But while this agreement has fostered widespread support for aggressive reform, Frederick Hess argues that much of what ails urban education is actually the result of continuous or fragmentary reform. Hess explains that political incentives drive school superintendents to promote reforms--to demonstrate that they are ""making a difference."" Superintendents have to do this quickly, both because their tenure is usually three years or less and because urban communities are anxious to see educational improvement. However, the nature of urban school districts makes it very difficult to demonstrate concrete short-term improvement. The result is what he terms ""policy churn,"" which distracts teachers and principals from efforts to refine classroom teaching while seldom resulting in successful long-term changes. Hess argues that policymakers have misallocated resources by pursuing the ""right"" structure or the ""best"" pedagogy while paying insufficient attention to the more mundane--and more important--questions of how to implement, refine, and sustain a particular approach in their particular district. Hess explains that previous research on high-performing schools suggests that the best schools are characterized by focus and by an ability to develop expertise in specific approaches to teaching and learning. To help educators and policymakers adopt and nurture a focused agenda, he recommends institutional changes that increase the effectiveness of performance outcomes and reduce the incentives to emphasize symbolic reform. "
LC Classification Number
LC5131.H44 1998
Item description from the seller
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- s***6 (4417)- Feedback left by buyer.Past monthVerified purchaseI am very happy with my item and how fast I received it.
- eBay automated feedback- Feedback left by buyer.Past monthOrder completed successfully—tracked and on time