A collection of narrative inquiries of school reform. It features 14 chapters covering topics such as: T.P. Yaeger Middle School - A Case of 'The Monkey's Paw'; Two Storied School Landscapes - Influences on Teachers' Knowledge; and Destiny High School - A Case of 'The Rainbow Fish'.

A collection of narrative inquiries of school reform. It features 14 chapters covering topics such as: T.P. Yaeger Middle School - A Case of 'The Monkey's Paw'; Two Storied School Landscapes - Influences on Teachers' Knowledge; and Destiny High School - A Case of 'The Rainbow Fish'.

This book is about deep change. In a series of research reports andcommentaries, it mainly features case studies of powerful reform for themost part in local districts and in individual schools. They are set withinthe constraints of obvious political realities, essentially the recently legislatedand bureaucratically enforced dimensions of high-stakes accountability.In this book, educational practice does not flow only from theory;neither does theory evolve only from educational practice. Rather, practiceand theory fruitfully interact, not just some of the time, but most ofthe time. These...

This book is about deep change. In a series of research reports andcommentaries, it mainly features case studies of powerful reform for themost part in local districts and in individual schools. They are set withinthe constraints of obvious political realities, essentially the recently legislatedand bureaucratically enforced dimensions of high-stakes accountability.In this book, educational practice does not flow only from theory;neither does theory evolve only from educational practice. Rather, practiceand theory fruitfully interact, not just some of the time, but most ofthe time. These...

In 1929, sociologist Manuel was studying Mexican American education in Texas, and was outraged by the lengths to which many Anglo-Texans went to deny these children and youth a proper education. He converted from objectivism to a purposivism: from describing what was, to reaching for what should and could be. His account changed the profession as w

The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and high-stakes tests on the one hand, and low-level, rote instruction on the...

The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and high-stakes tests on the one hand, and low-level, rote instruction on the...

Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes,...

Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes,...