Micro-Mechanisms of Reform: Implications for Equity

改革的微观机制：对公平的影响

• 批准号: 9550614
• 负责人: Jane Hannaway
• 金额: $ 17.67万
• 依托单位: Urban Institute
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-07-01 至 1997-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9550614&HistoricalAwards=false
• 关键词: Micro; Mechanisms; Reform; Implications; Equity

This project is concerned with the general problem of translating policies designed to raise standards in math and science education into classroom practice. It attempts to identify how three different types of mechanisms-management-based mechanisms, professionally-based mechanisms, and client-based mechanisms-exert pressure and provide support for teachers to eo upgrade instructional practices. It also examines how the efficacy of these different mechanisms varies across different settings, in particular settings serving students from different SES backgrounds. The project involves intensive and detailed fieldwork in 14 schools: 12 public schools, half located in central cities and half located in suburban areas, and 2 private schools. Schools were selected form two states representing different policy contexts. data include interview data from district and school administrators, teachers, and parents; surveys of parents and teachers; logs of parent-principal and parent-teacher interaction; and review of classroom tasks. The study is designed to provide an early indication of the progress of reforms by analyzing the local mechanisms which promote them. It will also identify areas of possible concern which may require policy attention.

该项目关注的是将旨在提高数学和科学教育标准的政策转化为课堂实践的一般问题。 本研究试图找出三种不同类型的机制--管理型机制、专业型机制和服务对象型机制--如何对教师施加压力，并为教师提升教学实践提供支持。 它还探讨了这些不同的机制的功效如何在不同的设置，特别是设置服务于来自不同SES背景的学生。 该项目涉及在14所学校进行深入细致的实地考察：12所公立学校，一半位于中心城市，一半位于郊区，以及2所私立学校。 学校是从代表不同政策背景的两个州选出的。 资料包括对地区和学校行政人员、教师和家长的访谈资料;对家长和教师的调查;家长与校长和家长与教师互动的记录;以及对课堂任务的回顾。 这项研究的目的是通过分析促进改革的地方机制，及早表明改革的进展情况。 它还将确定可能需要政策关注的可能关注领域。