WorldCat Identities

Elmore, Richard F.

Overview
Works: 88 works in 252 publications in 3 languages and 9,390 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 )

16 editions published between 1990 and 1991 in English and French and held by 891 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 )

10 editions published between 1994 and 2012 in English and held by 703 WorldCat member libraries worldwide

National & state policy & reform development
School reform from the inside out : policy, practice, and performance by Richard F Elmore( Book )

14 editions published between 2004 and 2012 in English and held by 539 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 477 WorldCat member libraries worldwide

Controversial claims are being debated about school choice and the application of market dynamics to education. But the polemics have out-paced hard evidence regarding who participates in school choice experiments and what effects are felt by parents, children, and schools. Who Chooses? Who Loses?: Culture Institutions, and the Unequal Effects of School Choice reports and analyzes the most recent data available on choice programs nationwide - ranging from such diverse cities as Milwaukee, St. Louis, Detroit, and San Antonio. The important issues involved in school choice - such as the short- and long-term effects on students, minority student views, vouchers, magnets, and private school programs overseas - are clearly capsulized and explored
Restructuring in the classroom : teaching, learning, and school organization by Richard F Elmore( Book )

8 editions published in 1996 in English and held by 471 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 414 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 )

12 editions published between 1900 and 2000 in English and held by 376 WorldCat member libraries worldwide

The purpose of this document is to help states and districts meet the challenges posed by the 1994 reauthorization of Title I. The goal in developing this document was to produce a practical guide for states and districts to use in developing the systems they were creating under the Title I law. Following an introduction to Title I, chapter 2 considers and critiques the theory of action behind the Title I law and various attempts at standards-based reform. The theory of action is expanded to reflect an analysis of effective reform. Chapter 3 examines the issue of standards, and chapter 4 discusses assessments, including assessments for young children and for special populations, and reporting and disaggregating assessment results. Chapter 5 considers systems for monitoring the conditions of instruction at the school level and professional development at the district level. In chapter 6, ways to measure adequate progress of schools toward standards are provided, and chapter 7 discusses accountability. (Contains 5 figures and 109 references.) (Sld)
Redesigning accountability systems for education by Columbia University( 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 )

9 editions published between 2003 and 2013 in English and held by 302 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 255 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 250 WorldCat member libraries worldwide

This report analyzes the relationship between educational policymaking and educational practice in schools and classrooms by drawing lessons from recent attempts to reform schools with policy. Educational reform operates on the following loosely connected levels: (1) policy; (2) administration; and (3) practice. Policy can set the conditions for effective administration and practice, but it cannot predetermine how those decisions will be made: in order for reforms to be large-scale or long-term, there must be dialogue among policy, administration, and practice. Federal reform policies of the 1950s and 1960s are analyzed. The mistakes of past policymakers can be remedied by strengthening the connection between policymakers and practitioners. To be effective, reform policies must do the following: (1) close the gap between policy and practice, in part by charging practitioners with the development of solutions rather than mandating requirements that have little or no basis in practice; (2) accommodate variability by creating policies that lead to better understanding of effective practice rather than discouraging and penalizing it; (3) learn that rules only set the standards of fairness and do not prescribe solutions to practical problems; and (4) create organizations that foster and encourage reforms of practice. (Bjv)
I used to think-- and now I think-- : twenty leading educators reflect on the work of school reform by Richard F Elmore( Book )

6 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 193 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 169 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 162 WorldCat member libraries worldwide

Eighty million eyes by Ed McBain( Recording )

1 edition published in 1985 in English and held by 120 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 92 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 )

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

This report examines the problem of accountability from the perspective of schools, rather than from the perspective of external policies intended to influence schools. The objective was to learn about how people in schools actually think about accountability in their daily work. Data were collected through case studies in 20 schools, and the sample was intentionally constructed to maximize variability in conceptions of accountability. Results indicate that all the schools had distinctive solutions to the problem of to "whom" they were accountable. The lack of a guiding external-accountability environment explained a lack of uniformity in perceptions and, in most cases, solutions to the question of accountability were tacit, unarticulated, informal, and arose more from individual beliefs and values of teachers and administrators than from external sources. The default solution to accountability was characterized by individual teacher responsibility, where personal discretion overruled organizational expectations. Other schools exhibited discernible effects of collective expectations. A third group, exhibiting collective expectations, gelled into highly interactive, relatively coherent, informal and formal systems by which teachers and administrators held each other accountable for their actions. The study confirms the view that schools develop internal normative structures that are relatively immune to external influences. (Rjm)
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 83 WorldCat member libraries worldwide

This paper describes how Community School District 2 has dealt with individual school variability in the context of an ambitious system-wide instructional improvement effort, and it identifies questions, principles, and practical ideas that can be used to increase the capacity of District 2 to engage in systemic improvement. The paper suggests that it is possible, by focusing on the fundamentals of teaching and learning in a sustained way over time, to realize significant gains in student performance. It contains the following five sections: (1)a description of Community School District 2 and its strategy for system-wide instructional improvement; (2) a discussion of the tensions between the assumptions of systemic improvement strategies and the specific conditions of the "real world of schools" as seen in District 2; (3) an analysis of the basic tenets of District 2's emerging theory of action regarding systemic instructional improvement and school variability contrasted with the district's "theory in use"; (4) an analysis of District 2's principals' perspectives on the systemic instructional improvement strategy, which reports the findings of interviews with principals in the first year of the High Performance Learning Communities Project study; and (5) questions, principles, and ideas for how school systems can handle the issue of school variability in the context of systemic improvement. Contains 2 tables of data. (Nka)
 
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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 (135)

German (1)

French (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