Micro-Mechanisms of Reform: Implications for Equity

这个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普遍问题。它试图确定三种不同类型的机制——基于管理的机制、基于专业的机制和基于客户的机制——如何施加压力并为教师提供支持，以提高教学实践。它还研究了这些不同机制的效果在不同的环境中是如何变化的，特别是在为来自不同社会经济背景的学生服务的环境中。该项目涉及对14所学校进行密集而详细的实地考察：12所公立学校，一半位于中心城市，一半位于郊区，还有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。数据包括来自地区和学校管理人员、教师和家长的访谈数据；家长及教师调查；家长-校长、家长-教师互动日志；复习课堂任务。这项研究的目的是通过分析促进改革的地方机制，及早指出改革的进展情况。它还将确定可能需要政策注意的关注领域。

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.