WorldCat Identities

Elmore, Richard F.

Overview
Works: 83 works in 244 publications in 3 languages and 9,264 library holdings
Genres: Case studies  Fiction  Abstracts 
Roles: Author, Editor, Other
Classifications: LB2805, 371.200973
Publication Timeline
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Most widely held works by Richard F Elmore
Restructuring schools : the next generation of educational reform by Richard F Elmore( Book )

15 editions published between 1990 and 1991 in English and held by 901 WorldCat member libraries worldwide

This book is designed to help policymakers, educators, and researchers develop a deeper understanding of the issues of school restructuring and to give greater conceptual clarity to the terms of the current debate. The chapters of the book contain forum papers that are organized into two main parts. Following chapter 1, "Introduction: On Changing the Structure of Public Schools" (Richard F. Elmore), part 1 presents five essays on school restructuring from several perspectives, focusing on proposals to change the nature of teaching and learning, teachers' working conditions, and the relationship between schools and their clients. They are entitled: (1) "Applying Conceptions of Teaching to Organizational Reform" (Brian Rowan); (2) "Fostering Teacher Professionalism in Schools" (Gary Sykes); (3) "Organizing Schools to Encourage Teacher Inquiry" (Hendrik D. Gideonse); (4) "Redesigning Teachers' Work" (Susan Moore Johnson); and (5) "Rethinking School Governance" (Mary Anne Raywid). Part 2 is a discussion of restructuring that takes into account the perspective of state and local policymakers and analyzes the actual experience of selected states and localities. Three chapters are entitled: (1) "Restructuring in Progress: Lessons from Pioneering Districts" (Jane L. David); (2) "Key Issues Confronting State Policymakers" (Michael Cohen); (3) "Conclusion: Toward a Transformation of Public Schooling" (Richard E. Elmore). (Contains 338 references.) (RR)
The governance of curriculum by Association for Supervision and Curriculum Development( Book )

11 editions published between 1994 and 2012 in 3 languages and held by 736 WorldCat member libraries worldwide

Shei you quan li jue ding ge ji xue xiao de ke cheng ni? you shi shei you quan li jue ding na xie ren ke yi dan ren na xie ke cheng de lao shi ni? lao shi dao di shi dan chun de ke cheng shi yong zhe, huo zhe shi ke cheng yan fa zhe, zhi xing zhe yu ping liang zhe de duo chong shen fen ni? ru guo you xue xiao xiang yao yi tuan dui de mo shi jin xing ke cheng fa zhan, shi fou you bi jiao qia dang, bu hui rang ren zhen de lao shi lun wei " jiao xue ji hua shu nu li " de ke neng ni? cong mei guo de jing yan, huo xu wo men ke yi bi kai mei guo yi jing jing li guo de cuo wu
School reform from the inside out : policy, practice, and performance by Richard F Elmore( Book )

13 editions published between 2004 and 2012 in English and held by 541 WorldCat member libraries worldwide

Who chooses? who loses? : culture, institutions, and the unequal effects of school choice by Bruce Fuller( Book )

5 editions published in 1996 in English and held by 481 WorldCat member libraries worldwide

This valuable work, the newest addition to the Sociology of Education Series, is of great import as a supplemental text in graduate courses in educational policy, administration, applied social research, and foundations, especially sociology of education; and is also of interest to policy makers, educational researchers, other professionals, parents, and those interested in getting to the core of the school choice debate
Restructuring in the classroom : teaching, learning, and school organization by Richard F Elmore( Book )

8 editions published in 1996 in English and held by 473 WorldCat member libraries worldwide

The provocative portraits of schools and teachers in Restructuring in the Classroom will give anyone interested in school reform an in-depth picture of what the process of school restructuring looks like from within
Social program implementation by Walter Williams( Book )

11 editions published between 1976 and 1987 in English and Undetermined and held by 417 WorldCat member libraries worldwide

This book seeks to stimulate inquiry into the area of implementation in three social policy areas: education programs; community-oriented programs; and transfer-payment*programs. It is intended for government groups and social science researchers, including analysts, who carry out programs, researchers who are engaged in social policy studies, and those who are concerned directly with the study of implementation issues. The typical chapter analyzes in some detail, a specific case of social program implementation and through this analysis of process reveals the complexity of implementation. Some of the programs analyzed include the following: Title v of the Elementary and Secondary Education Act, the Model Cities Program and the Supplemental Security Income Program. The greatest problem in devising social programs is finding the means for converting the policies into feasible field operations that correspond to the original intentions. Rather than suggesting that monetary or political problems are the major blocks that hinder the development of better social programs, implementation problems are blamed. (Am)
Testing, teaching, and learning : a guide for states and school districts by National Research Council (U.S.)( Book )

10 editions published between 1900 and 2000 in English and held by 378 WorldCat member libraries worldwide

Redesigning accountability systems for education by Susan Fuhrman( Book )

9 editions published in 2004 in English and German and held by 360 WorldCat member libraries worldwide

Now more than ever, policymakers face a number of difficult and technical questions in the design and implementation of new accountability approaches. This book gathers the emerging knowledge and lessons learned offered by leading scholars in the field to provide an invaluable resource for policymakers, educators, and anyone interested in the pressing issue of accountability and public schools
The new accountability : high schools and high stakes testing( Book )

8 editions published in 2003 in English and held by 303 WorldCat member libraries worldwide

When it comes to the issue of US education reform, hopeful politicians, liberal and conservative alike, have long touted the promises of 'standards-based accountability'. But do accountability-based reforms actually work? What happens when they encounter the formidable challenge of the comprehensive high school?The New Accountability explores the current wave of assessment-based accountability reforms at the high school level in the United States
Reform and retrenchment : the politics of California school finance reform by Richard F Elmore( Book )

5 editions published between 1981 and 1982 in English and held by 258 WorldCat member libraries worldwide

Findings of a study that explored how California school reforms are initiated and revised and how differences between the judicial and legislative areas affect policymaking are presented in this document. Two themes--financial reform and retrenchment--are examined at two levels: as a case study about the politics of school finance reform and also as one episode in the complex history of equity as an objective of educational policy. The study began in 1978 as a political analysis of how Assembly Bill 65, a school finance initiative, evolved. AB 65 was invalidated by Proposition 13, a tax limitation measure. The study's focus then shifted to a comparison of the politics of reform and the politics of retrenchment. Methodology involved interviews conducted with key participants and document analysis. Chapters examine both the chronology and content of each major episode in California's school finance history. Chapter 1 provides an overview of the state's school finance system and context, focusing on three themes: (1) technical problems, political solutions; (2) judicial remedy, legislative response; and (3) political capacity and coalition building. Chapter 2 examines the issue of judicial intervention in policymaking in the context of the 1968 "Serrano v. Priest" decision. Chapter 3 examines the process involved in passing Senate Bill 90 and its effects on school finance reform. Chapter 4 examines events in the passage of AB 65 and shows how different perceptions of reform lawyers and legislative actors influence policymaking. Chapter 5 examines the effects of Proposition 13, a tax reform initiative, and AB 8, a retrenchment measure. The final chapter examines the relationships among the courts, legislatures, and reform. Four tables are included. (Contains 112 references.) (LMI)
Steady work : policy, practice, and the reform of American education by Richard F Elmore( Book )

6 editions published in 1988 in English and held by 253 WorldCat member libraries worldwide

This report presents an analysis of the relationship between educational policymaking and educational practice in schools and classrooms. It is designed to contribute to the debate on reform by drawing lessons from recent attempts to reform schools with policy. The authors' central message is that the connection between policymakers and practitioners should be strengthened. Changes in education are composites of practice, structure, and rules. Federal experience indicates that educational reform must be grounded in an understanding of how teachers learn to teach, how school organization affects practice, and how these factors affect children's performance. The authors suggest that, to be effective, current reforms must (1) close the gap between policy and practice, in part by charging practitioners with developing solutions; (2) accommodate variability, through policies that lead to better understanding of effective practice; (3) recognize that rules only set standards of fairness and don't prescribe solutions to practical problems; and (4) create organizations that foster reforms
I used to think-- and now I think-- : twenty leading educators reflect on the work of school reform by Richard F Elmore( Book )

5 editions published in 2011 in English and held by 231 WorldCat member libraries worldwide

This book's title, "I Used to Think ... And Now I Think ... ", Is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they've learned has changed their thinking. The resulting essays model the ongoing process of reflection and growth among those deeply committed to this work. In this compact volume, Richard F. Elmore invites leading educators at every level of school reform--teachers, administrators, policymakers, school founders, community organizers, union leaders, teacher educators--to share their intimate reflections on the personal experiences and intellectual journeys that have shaped their practice. This book contains the following essays: (1) Arguing for Theory (Jean Anyon); (2) "Metis" and the Metrics of Success (Ernesto J. Cortes Jr.); (3) Passion versus Purpose (Rudy Chew); (4) What Schools Can Do in a Democratic Society (Larry Cuban); (5) Policy Is the Problem, and Other Hard-Won Insights (Richard R. Elmore); (6) From Progressive Education to Educational Pluralism (Howard Gardner); (7) Five Years Is Not Enough (Beverly L. Hall); (8) Reflections on Inclusion (Thomas Hehir); (9) Ideas Have Sharper Edges than Real Phenomena (Jeffrey R. Henig); (10) You Say "Expert", I Say ... Not so Much (Frederick M. Hess); (11) Hope in the Possible (Deborah Jewell-Sherman); (12) Rethinking Union's Roles in Education Reform (Brad Jupp); (13) Whoever Wanted a Standardized Child Anyway? (Dennis Littky); (14) Rethinking Trust (Deborah Meier); (15) "School Reform" Is Not Enough (Ron Miller); (16) Critical Hope, in Spite of It All (Sonia Nieto); (17) Turning Around on Turnarounds (Charles M. Payne); (18) Against the Grain (Larry Rosenstock); (19) High-Stakes Progressive Teacher Unionism (Mark Simon); and (20) Musings (Marshall S. Smith). An introduction by Richard F. Elmore is included
Alternative policy instruments by Lorraine McDonnell( Book )

8 editions published in 1987 in English and Undetermined and held by 196 WorldCat member libraries worldwide

Policies work by bringing the resources of government-money, rules, and authority-into the service of political objectives, and using those resources to influence the actions of individuals and institutions. The first generation of policy implementation research focused primarily on whether results were consistent with intentions. The second generation focused on variations in the response of individuals and institutions, and on the conditions of successful implementation. The next generation, we believe, should build on the lessons of the first two by focusing on the instruments common to different policies and on the conditions under which those instruments are most likely to produce their intended effects. Over the past decade, implementation research has developed as a major strand of policy analysis. Numerous studies with an implementation focus have documented the importance of local context in understanding the variable effects of policy (McLaughlin, 1987). This research tradition has played a significant role in moving institutional analysts beyond an almost sole concentration on policy enactment and in infusing evaluation research with a more sophisticated notion of the process that shapes policy outcomes. Yet implementation research has come under increasing criticism for its lack of parsimonious theory (Ingram, forthcoming), its neglect of longer-term policy effects, and its primary focus on discrete federal programs. Keywords: Military publications, Reports, Periodicals. (eg)
Becoming a school principal : learning to lead, leading to learn by Sarah E Fiarman( Book )

1 edition published in 2015 in English and held by 163 WorldCat member libraries worldwide

The principal's role is increasingly understood as a critical lever for school improvement. Yet the job can be a solitary one, offering few opportunities to reflect with colleagues. What does it take to manage the work of continuous improvement--to push staff members constantly to operate outside their comfort zones? What dilemmas and challenges must principals confront? How can school leaders learn from their mistakes and move forward? In Becoming a School Principal, Sarah E. Fiarman describes her first few years as a school principal committed to enacting a powerful vision of leading and learning. Drawing thoughtfully on the literature of school reform and change leadership, Fiarman discusses a wide range of topics, including empowering teachers, building trust, addressing racial and economic inequities, and supporting a culture of continuous learning, as well as thornier issues such as learning to use authority skillfully, dealing with resistance, and managing supervision and evaluation. The book addresses common challenges and highlights missteps as well as successes. A contributing author to several leading books on school reform and instructional improvement, Fiarman engages readers in a lively, frank, and revealing conversation about building the vision and capacity to provide effective instruction for all students and the intensely personal process of learning to lead. -- Provided by publisher
Choice in public education by Richard F Elmore( Book )

8 editions published between 1986 and 1988 in English and Undetermined and held by 161 WorldCat member libraries worldwide

Eighty million eyes by Ed McBain( Recording )

1 edition published in 1985 in English and held by 125 WorldCat member libraries worldwide

When someone kills a popular comedian on live, nationwide TV, the boys of the 87th Precinct find motives in dark corners of the human heart
Investing in teacher learning : staff development and instructional improvement in community school district #2, New York City by Richard F Elmore( Book )

2 editions published in 1997 in English and held by 94 WorldCat member libraries worldwide

This paper describes how one New York City school district uses staff development to change instruction system-wide, discussing the role local school districts play in systemic school improvement and the role of professional development in connecting reform policy to classroom practice. The paper emphasizes the district's sustained attention to school improvement through professional development. The district's improvement strategy includes: (1) a set of organizing principles about the process of systemic change and the role of professional development in that process and (2) a set of specific activities that emphasize system-wide improvement of instruction. Its staff development has distinctively organized professional development models. Organizing principles include: focusing only on instruction; viewing instructional change as a long, multi-stage process; sharing expertise to drive instructional change; emphasizing system-wide improvement; working together to generate good ideas; setting clear expectations, then decentralizing; and promoting collegiality, caring, and respect. Specific professional development models include the professional development laboratory; instructional consulting services; inter-visitation and peer networks; off-site training; and oversight and principal site visits. This project's professional development is kept visible in the district budget, with the district committed to spending a specific proportion of the budget as an expression of the priority it places on professional development. The district uses multi-pocket budgeting to support this effort (orchestrating multiple sources of revenue around one priority to produce maximum revenue for that purpose). Four appendixes present sample agendas, schedules, and forms and a description of one program. (Sm)
When accountability knocks, will anyone answer? by Charles Abelmann( Book )

2 editions published in 1999 in English and held by 88 WorldCat member libraries worldwide

Ruling out rules : the evolution of deregulation in state educational policy by Susan Fuhrman( Book )

5 editions published in 1995 in English and held by 88 WorldCat member libraries worldwide

In the late 1980s and 1990s, states began working to decrease the level of regulation of public education, using a variety of approaches to regulatory flexibility. This paper examines the evolution of deregulation, from limited waiver programs to charter-school plans and new performance-based accountability systems that include broad-scale deregulation. Data were collected through telephone surveys and personal interviews with central office staff, building administrators, and teachers in South Carolina, Washington, and Texas. A survey of 50 state deputy commissioners of education was also conducted. Findings indicate that only certain schools were eligible for regulatory exemption. Schools attained eligibility as a reward for high achievement, through a competitive selection process, and/or because they survived detailed changes in plan/application processes. Waivers were restricted to certain types of regulations, and statutes were eligible for waivers only with the express sanction of the legislature. Each of the waiver programs was associated with some promising changes in schools. However, the role of deregulation is difficult to sort out from other variables. One of the most important effects of deregulation for school-level respondents was the removal of regulation as an excuse for traditional practice. Barriers to deregulation included lack of outcome measures, politics, equity concerns, and nonregulatory constraints. Persistent problems of state policy included the "bad apple mentality," constituency politics, and "the limited toolbox." Recommendations include: (1) view deregulation as one of many policy approaches; (2) develop accountability and incentive structures to promote continual progress; (3) develop criteria for the rationing of regulations; (4) develop a broader toolbox of policy approaches; (5) create new approaches to help problem schools; and (6) study the political, technical, and ethical issues that influence regulation. The appendix contains the interview protocol. Contains 35 references. (Lmi)
School variation and systemic instructional improvement in community school District #2, New York City : High Performance Learning Communities Project by Richard F Elmore( Book )

1 edition published in 1997 in English and held by 84 WorldCat member libraries worldwide

 
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Restructuring schools : the next generation of educational reform
Alternative Names
Elmore, R. F.

Elmore, R. F. (Richard F.)

Elmore, Richard F.

エルモア, リチャード

エルモア, リチャード・F.

Languages
English (128)

German (1)

Chinese (1)

Covers
School reform from the inside out : policy, practice, and performanceWho chooses? who loses? : culture, institutions, and the unequal effects of school choiceRestructuring in the classroom : teaching, learning, and school organizationTesting, teaching, and learning : a guide for states and school districtsRedesigning accountability systems for educationThe new accountability : high schools and high stakes testingI used to think-- and now I think-- : twenty leading educators reflect on the work of school reform