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Principals and teachers under pressu...

Rutledge, Stacey A.

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Principals and teachers under pressure: Four years of Chicago's probation policy (Illinois).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Principals and teachers under pressure: Four years of Chicago's probation policy (Illinois)./
Author:	Rutledge, Stacey A.
Description:	365 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0884.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125637
ISBN:	0496729269

Principals and teachers under pressure: Four years of Chicago's probation policy (Illinois).
Rutledge, Stacey A.

Principals and teachers under pressure: Four years of Chicago's probation policy (Illinois). - 365 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0884.

Thesis (Ph.D.)--The University of Chicago, 2004.

This dissertation is a study of the implementation of the Chicago Public School's school-sanctioning policy of probation between 1996--2000. Drawing on implementation studies, research on school sanctioning and high-stakes testing, and the socio

ISBN: 0496729269Subjects--Topical Terms:

539262
Education, Secondary.

Principals and teachers under pressure: Four years of Chicago's probation policy (Illinois).
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245 1 0 $a Principals and teachers under pressure: Four years of Chicago's probation policy (Illinois).
300 $a 365 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0884.
500 $a Adviser: Kenneth K. Wong.
502 $a Thesis (Ph.D.)--The University of Chicago, 2004.
520 $a This dissertation is a study of the implementation of the Chicago Public School's school-sanctioning policy of probation between 1996--2000. Drawing on implementation studies, research on school sanctioning and high-stakes testing, and the socio
520 $a The study uses a case study design. It draws on four years of annual open-ended descriptive interviews with principals and English teachers. It also analyzes over seventy hours of English classroom observations collected twice annually over the
520 $a The study finds that both principals and teachers responded to the policy's call to improve student achievement as measured by test scores. In the case of the principals, both redirected school-level programs and initiatives in the effort to rai
520 $a The study illustrates that school sanctioning succeeds as an approach to redirect the work of principals and teachers toward student achievement. Yet, implementation remains a reflection of the beliefs, values and knowledge base of the principal
590 $a School code: 0330.
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