Reforming the reform: problems of public schooling in the American welfare state
"School reforms are almost always born out of big dreams and a well-meaning desire to change the status quo-the American education system as we know it was the product of such a reform. But between the lawmakers who spearhead these changes and the students whose education is at stake, there are...
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Chicago, IL
The University of Chicago Press
2023
|
| Schlagworte: | |
| Zusammenfassung: | "School reforms are almost always born out of big dreams and a well-meaning desire to change the status quo-the American education system as we know it was the product of such a reform. But between the lawmakers who spearhead these changes and the students whose education is at stake, there are countless teachers, principals, administrators, and local politicians and, correspondingly, countless ways that things can go sideways. In Reforming the Reform, political scientist Susan Moffitt, education scholar Michaela O'Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the nitty-gritty of school reform. They focus especially on mezzo-level actors: but the countless school superintendents, principals, and teachers figuring out how to apply a new policy in the unique context of their district or school. They conducted more than 250 interviews with mezzo-level administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) between 2016 and 2020, ending their data collection as schools were going virtual at the beginning of the pandemic. They also collected survey data from across the US. Finally, they turned to archival data dating to the earliest American educational reform: the creation of a centralized national education policy. Taken together, this data demonstrates an impressive ambition: to identify common problems that arise when a general policy is implemented in a local context. The framework provides a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offers pathways forward for education policy in particular"-- "An expansive study of the problems encountered by educational leaders in pursuit of reform, and how these issues cyclically translate into future topics of reform. School reform is almost always born out of big dreams and well-meaning desires to change the status quo. But between lofty reform legislation and the students whose education is at stake, there are numerous additional policies and policymakers who determine how reforms operate. Even in the best cases, school reform initiatives can perpetuate problems created by earlier reforms or existing injustices, all while introducing new complications. In Reforming the Reform, political scientist Susan L. Moffitt, education policy scholar Michaela Krug O'Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the many intricacies of school reform. With a particular focus on policymakers in the spaces between legislation and implementation, such as the countless school superintendents and district leaders tasked with developing new policies in the unique context of their district or schools, the authors identify common problems that arise when trying to operationalize ambitious reform ideas. Their research draws on more than 250 interviews with administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) and is presented here alongside survey data from across the United States as well as archival data to demonstrate how public schools shoulder enormous responsibilities for the American social safety net. They provide a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offer pathways forward for education policy in particular. "-- |
| Beschreibung: | xv, 319 Seiten Diagramme, Karten 23 cm |
| ISBN: | 9780226825854 9780226826943 |
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| 505 | 8 | |a What Happens after Reforms? -- Inherited Terrains : The Political, Economic, and Social Foundations of American Public Schools -- How Reforms Create Problems : New Policies, Inherited Terrains, and New Problems -- Problems of Policy Spillover -- Problems of Policy Overload / With Cadence Willse -- Problems of Policy Pockets / With Cadence Willse -- Problems of Policy Sparks -- Learning from Reforms to the Reform -- Technical Appendix A: Supplemental Tables -- Technical Appendix B: Methodological Approach | |
| 520 | 3 | |a "School reforms are almost always born out of big dreams and a well-meaning desire to change the status quo-the American education system as we know it was the product of such a reform. But between the lawmakers who spearhead these changes and the students whose education is at stake, there are countless teachers, principals, administrators, and local politicians and, correspondingly, countless ways that things can go sideways. In Reforming the Reform, political scientist Susan Moffitt, education scholar Michaela O'Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the nitty-gritty of school reform. They focus especially on mezzo-level actors: but the countless school superintendents, principals, and teachers figuring out how to apply a new policy in the unique context of their district or school. They conducted more than 250 interviews with mezzo-level administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) between 2016 and 2020, ending their data collection as schools were going virtual at the beginning of the pandemic. They also collected survey data from across the US. Finally, they turned to archival data dating to the earliest American educational reform: the creation of a centralized national education policy. Taken together, this data demonstrates an impressive ambition: to identify common problems that arise when a general policy is implemented in a local context. The framework provides a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offers pathways forward for education policy in particular"-- | |
| 520 | 3 | |a "An expansive study of the problems encountered by educational leaders in pursuit of reform, and how these issues cyclically translate into future topics of reform. School reform is almost always born out of big dreams and well-meaning desires to change the status quo. But between lofty reform legislation and the students whose education is at stake, there are numerous additional policies and policymakers who determine how reforms operate. Even in the best cases, school reform initiatives can perpetuate problems created by earlier reforms or existing injustices, all while introducing new complications. In Reforming the Reform, political scientist Susan L. Moffitt, education policy scholar Michaela Krug O'Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the many intricacies of school reform. With a particular focus on policymakers in the spaces between legislation and implementation, such as the countless school superintendents and district leaders tasked with developing new policies in the unique context of their district or schools, the authors identify common problems that arise when trying to operationalize ambitious reform ideas. Their research draws on more than 250 interviews with administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) and is presented here alongside survey data from across the United States as well as archival data to demonstrate how public schools shoulder enormous responsibilities for the American social safety net. They provide a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offer pathways forward for education policy in particular. "-- | |
| 653 | 0 | |a Educational change / United States | |
| 653 | 0 | |a Education and state / United States | |
| 653 | 0 | |a Public schools / United States | |
| 653 | 0 | |a Enseignement / Réforme / États-Unis | |
| 653 | 0 | |a Éducation / Politique gouvernementale / États-Unis | |
| 653 | 0 | |a Écoles publiques / États-Unis | |
| 653 | 0 | |a EDUCATION / Educational Policy & Reform / General | |
| 653 | 0 | |a POLITICAL SCIENCE / American Government / Local | |
| 653 | 0 | |a Education and state | |
| 653 | 0 | |a Educational change | |
| 653 | 0 | |a Public schools | |
| 653 | 2 | |a United States | |
| 700 | 1 | |a O'Neill, Michaela Krug |e Verfasser |0 (DE-588)1324576987 |4 aut | |
| 700 | 1 | |a Cohen, David K. |d 1934- |e Verfasser |0 (DE-588)140187243 |4 aut | |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-034943433 | ||
Datensatz im Suchindex
| _version_ | 1804186477241827328 |
|---|---|
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Moffitt, Susan L. 1971- O'Neill, Michaela Krug Cohen, David K. 1934- |
| author_GND | (DE-588)1071914189 (DE-588)1324576987 (DE-588)140187243 |
| author_facet | Moffitt, Susan L. 1971- O'Neill, Michaela Krug Cohen, David K. 1934- |
| author_role | aut aut aut |
| author_sort | Moffitt, Susan L. 1971- |
| author_variant | s l m sl slm m k o mk mko d k c dk dkc |
| building | Verbundindex |
| bvnumber | BV049598957 |
| contents | What Happens after Reforms? -- Inherited Terrains : The Political, Economic, and Social Foundations of American Public Schools -- How Reforms Create Problems : New Policies, Inherited Terrains, and New Problems -- Problems of Policy Spillover -- Problems of Policy Overload / With Cadence Willse -- Problems of Policy Pockets / With Cadence Willse -- Problems of Policy Sparks -- Learning from Reforms to the Reform -- Technical Appendix A: Supplemental Tables -- Technical Appendix B: Methodological Approach |
| ctrlnum | (DE-599)BVBBV049598957 |
| dewey-full | 379.73 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.73 |
| dewey-search | 379.73 |
| dewey-sort | 3379.73 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| id | DE-604.BV049598957 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T23:34:25Z |
| indexdate | 2024-07-10T10:11:45Z |
| institution | BVB |
| isbn | 9780226825854 9780226826943 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034943433 |
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| physical | xv, 319 Seiten Diagramme, Karten 23 cm |
| publishDate | 2023 |
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| publisher | The University of Chicago Press |
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| spelling | Moffitt, Susan L. 1971- Verfasser (DE-588)1071914189 aut Reforming the reform problems of public schooling in the American welfare state Susan L. Moffitt, Michaela Krug O'Neill, and David K. Cohen Chicago, IL The University of Chicago Press 2023 xv, 319 Seiten Diagramme, Karten 23 cm txt rdacontent n rdamedia nc rdacarrier What Happens after Reforms? -- Inherited Terrains : The Political, Economic, and Social Foundations of American Public Schools -- How Reforms Create Problems : New Policies, Inherited Terrains, and New Problems -- Problems of Policy Spillover -- Problems of Policy Overload / With Cadence Willse -- Problems of Policy Pockets / With Cadence Willse -- Problems of Policy Sparks -- Learning from Reforms to the Reform -- Technical Appendix A: Supplemental Tables -- Technical Appendix B: Methodological Approach "School reforms are almost always born out of big dreams and a well-meaning desire to change the status quo-the American education system as we know it was the product of such a reform. But between the lawmakers who spearhead these changes and the students whose education is at stake, there are countless teachers, principals, administrators, and local politicians and, correspondingly, countless ways that things can go sideways. In Reforming the Reform, political scientist Susan Moffitt, education scholar Michaela O'Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the nitty-gritty of school reform. They focus especially on mezzo-level actors: but the countless school superintendents, principals, and teachers figuring out how to apply a new policy in the unique context of their district or school. They conducted more than 250 interviews with mezzo-level administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) between 2016 and 2020, ending their data collection as schools were going virtual at the beginning of the pandemic. They also collected survey data from across the US. Finally, they turned to archival data dating to the earliest American educational reform: the creation of a centralized national education policy. Taken together, this data demonstrates an impressive ambition: to identify common problems that arise when a general policy is implemented in a local context. The framework provides a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offers pathways forward for education policy in particular"-- "An expansive study of the problems encountered by educational leaders in pursuit of reform, and how these issues cyclically translate into future topics of reform. School reform is almost always born out of big dreams and well-meaning desires to change the status quo. But between lofty reform legislation and the students whose education is at stake, there are numerous additional policies and policymakers who determine how reforms operate. Even in the best cases, school reform initiatives can perpetuate problems created by earlier reforms or existing injustices, all while introducing new complications. In Reforming the Reform, political scientist Susan L. Moffitt, education policy scholar Michaela Krug O'Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the many intricacies of school reform. With a particular focus on policymakers in the spaces between legislation and implementation, such as the countless school superintendents and district leaders tasked with developing new policies in the unique context of their district or schools, the authors identify common problems that arise when trying to operationalize ambitious reform ideas. Their research draws on more than 250 interviews with administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) and is presented here alongside survey data from across the United States as well as archival data to demonstrate how public schools shoulder enormous responsibilities for the American social safety net. They provide a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offer pathways forward for education policy in particular. "-- Educational change / United States Education and state / United States Public schools / United States Enseignement / Réforme / États-Unis Éducation / Politique gouvernementale / États-Unis Écoles publiques / États-Unis EDUCATION / Educational Policy & Reform / General POLITICAL SCIENCE / American Government / Local Education and state Educational change Public schools United States O'Neill, Michaela Krug Verfasser (DE-588)1324576987 aut Cohen, David K. 1934- Verfasser (DE-588)140187243 aut |
| spellingShingle | Moffitt, Susan L. 1971- O'Neill, Michaela Krug Cohen, David K. 1934- Reforming the reform problems of public schooling in the American welfare state What Happens after Reforms? -- Inherited Terrains : The Political, Economic, and Social Foundations of American Public Schools -- How Reforms Create Problems : New Policies, Inherited Terrains, and New Problems -- Problems of Policy Spillover -- Problems of Policy Overload / With Cadence Willse -- Problems of Policy Pockets / With Cadence Willse -- Problems of Policy Sparks -- Learning from Reforms to the Reform -- Technical Appendix A: Supplemental Tables -- Technical Appendix B: Methodological Approach |
| title | Reforming the reform problems of public schooling in the American welfare state |
| title_auth | Reforming the reform problems of public schooling in the American welfare state |
| title_exact_search | Reforming the reform problems of public schooling in the American welfare state |
| title_exact_search_txtP | Reforming the reform problems of public schooling in the American welfare state |
| title_full | Reforming the reform problems of public schooling in the American welfare state Susan L. Moffitt, Michaela Krug O'Neill, and David K. Cohen |
| title_fullStr | Reforming the reform problems of public schooling in the American welfare state Susan L. Moffitt, Michaela Krug O'Neill, and David K. Cohen |
| title_full_unstemmed | Reforming the reform problems of public schooling in the American welfare state Susan L. Moffitt, Michaela Krug O'Neill, and David K. Cohen |
| title_short | Reforming the reform |
| title_sort | reforming the reform problems of public schooling in the american welfare state |
| title_sub | problems of public schooling in the American welfare state |
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