WorldCat Identities

Oakes, Jeannie

Works: 71 works in 233 publications in 2 languages and 7,456 library holdings
Genres: Case studies  Abstracts 
Roles: Author, Editor, Other
Publication Timeline
Most widely held works by Jeannie Oakes
Keeping track : how schools structure inequality by Jeannie Oakes( Book )

21 editions published between 1985 and 2005 in English and held by 1,687 WorldCat member libraries worldwide

Examines how grouping students in classes based on ability reveals the class and racial inequalities of American society and helps perpetuate those equalities
Creating new educational communities( Book )

7 editions published in 1995 in English and held by 830 WorldCat member libraries worldwide

Teaching to change the world by Jeannie Oakes( Book )

25 editions published between 1999 and 2018 in English and Chinese and held by 828 WorldCat member libraries worldwide

A multicultural introduction to the challenges and joys of education and teaching. It seeks to respond to the crisis in teaching and teacher education, consider the values and politics that pervade education, and ask critical questions about how conventional thinking and practice came to be
Making the best of schools : a handbook for parents, teachers, and policymakers by Jeannie Oakes( Book )

10 editions published between 1990 and 1991 in English and held by 804 WorldCat member libraries worldwide

Offers advice for parents, teachers, and policymakers on how to make schools work for all young Americans
Learning power : organizing for education and justice by Jeannie Oakes( Book )

7 editions published in 2006 in English and held by 653 WorldCat member libraries worldwide

"In cities across the nation, low-income African American and Latino parents hope that their children's education will bring a better life. But their schools, typically, are overcrowded, ill equipped, and shamefully under-staffed. Unless things change dramatically, more than half the students will never graduate and many will face a life of poverty-wage work. Learning Power documents a radical approach to school reform that includes: Grassroots public activism informed by social inquiry as the best way to realize Brown v. Board of Education's promise of "education on equal terms." Activist young people, teachers, parents, and community organizations working to improve schools in our nation's poorest neighborhoods. The voices, images, and actions of people who are organizing to fight for better schools. A comprehensive critique of the prevailing logic of American schooling and an alternative logic based on justice and participatory democracy. Here are the best arguments against those who want to give up on public schools in America. Read Learning Power for clear examples of how ordinary people can influence schooling through their organizing and social critique."--Publisher's website
Becoming good American schools : the struggle for civic virtue in education reform( Book )

8 editions published between 2000 and 2002 in English and Undetermined and held by 521 WorldCat member libraries worldwide

"This book brings to life an ambitious American education reform agenda transforming schools into places that foster meaningful engagement with ideas, caring people, principles of social justice, and democratic processes. It draws on longitudinal, comparative case-study research to tell the stories of sixteen schools in California, Illinois, Massachusetts, Texas, and Vermont that sought to alter their deep structures and daily practices. Their stories illuminate contradictions deeply rooted in American culture - incongruities that not only threatened their efforts, but also revealed the limits of technical and rational approaches to school reform." "Becoming Good American Schools is for administrators, policy makers, practitioners, and citizens who are prepared to blend inspiration and caution, idealism and skepticism in their own pursuit of good schools."--Jacket
Critical perspectives on the organization and improvement of schooling by Kenneth A Sirotnik( Book )

10 editions published in 1986 in English and held by 323 WorldCat member libraries worldwide

Major "paradigm shifts"-replacing one "world view" with another­ regarding what constitutes appropriate knowledge do not happen over­ night. Centuries usually intervene in the process. Even minor shifts­ admitting alternative world views into the domain of legitimate knowledge­ producing theory and practice-require decades of controversy, especially, it seems to us, in the field of education. It has only been in the last 20 years or so that the educational research community has begun to accept the "scientific" credibility of the qualitative approaches to inquiry such as participant observation, case study, ethnogra­ phy, and the like. In fact, these methods, with their long and distinguished philosophical traditions in phenomenology, have really only come into their own within the last decade. The critical perspective on generating and evaluating knowledge and practice-what this book is mostly about-is in many ways a radical depar­ ture from both the more traditional quantitative and qualitative perspec­ tives. The traditional approaches, in fact, are far more similar to one another than they are to the critical perspective. This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry. Ideology and human interests, however, are the "bread and butter" of a critical approach to inquiry
Multiplying inequalities : the effects of race, social class, and tracking on opportunities to learn mathematics and science by Jeannie Oakes( Book )

11 editions published in 1990 in English and held by 234 WorldCat member libraries worldwide

This study examines the way the nation's educational system distributes opportunities to learn mathematics and science among various groups of students. Participation and achievement in mathematics and science by women, minorities, and the poor is disproportionately low. Minorities and the poor, especially in inner cities, have considerably fewer opportunities to learn science and math, largely because of the kinds of schools they attend. The section titles of this report are as follows: (1) "The Distribution of Opportunity"; (2) "The Effects of Student Characteristics on Opportunity"; (3) "Access to Science and Mathematics Programs"; (4) "Access to Qualified Science and Mathematics Teachers"; (5) "Access to Resources"; (6) "Classroom Opportunities: Curriculum Goals and Instruction"; and (7) "Implications." An appendix provides a classification of courses offered at the secondary schools included in the sample. A 133-item reference list is included. (DM)
Beyond tracking : multiple pathways to college, career, and civic participation by Jeannie Oakes( Book )

6 editions published in 2008 in English and held by 210 WorldCat member libraries worldwide

Provides research essays by scholars from a wide array of disciplines who examine Multiple Pathways, a revolutionary approach to high school education, which provides both the academic and real-world foundations students need for advanced learning and training
Lost talent : the underparticipation of women, minorities, and disabled persons in science by Jeannie Oakes( Book )

8 editions published in 1990 in English and held by 177 WorldCat member libraries worldwide

This report reviews research on the relationship between educational practices and policies and the low rates of participation of women, minorities, and disabled persons in science related careers. The information presented is designed to contribute to the discussion of how schools might create conditions that will help underrepresented groups prepare for careers in science and mathematics. The report has two central messages, there is much that is not understood about the low participation rates of these groups and what is known suggests that there are alterable features of schools that appear to constrain participation. The document discussed the following issues: (1) the current status and policy concerns involved in this issue; (2) the scientific pipeline; (3) cognitive and attitudinal factors; (4) school factors; (5) societal factors; (6) intervention strategies; and (7) further research. A list of over 200 references is appended. (CW)
Educational matchmaking : academic and vocational tracking in comprehensive high schools by Jeannie Oakes( Book )

6 editions published in 1992 in English and held by 173 WorldCat member libraries worldwide

Reports the results of a study that compared three urban comprehensive senior high schools to better understand the rationale and processes that underlie schools' course offerings and students' coursetaking. All three schools made assumptions about their students that were related, in large part, to students' race and family socioeconomic status. An analysis of transcripts showed that low-income and disadvantaged minority students took more vocational courses, and that heavy vocational education participation was partially consistent with respondents' beliefs that such a program is best suited for students who are not expected to be successful in academic programs. Vocational programs are perceived negatively within the schools and are unlikely to receive school-level support or staff-development resources. The study recommends that schools press forward with experimentation and the evaluation of possibilities relating to a "strong" version of integrated academic and vocational education
Educational indicators : a guide for policymakers by Jeannie Oakes( Book )

8 editions published in 1986 in English and held by 157 WorldCat member libraries worldwide

Policymakers need to understand the uses and abuses of the education system's principal diagnostic tools--educational indicators. Those in positions to use indicators and pay for their collection must understand what the realistic information returns are from investing in them. This paper from the Center for Policy Research in Education is designed to help education decisionmakers understand the legitimate roles indicators might play in monitoring the condition of the educational system, tracking changes over time, and anticipating future change. It defines educational indicators, explains their principal applications, describes some of their limitations, and reviews the current state of the indicator art
Indicators for monitoring mathematics and science education : a sourcebook( Book )

3 editions published in 1989 in English and held by 144 WorldCat member libraries worldwide

This report contains a collection of papers summarizing the major research on elementary and secondary schooling conducted over the past decade, and outlining what those studies suggest for designing improved educational indicators. The report includes a section on the design of educational indicator systems. It also includes sections on indicators of educational resources and commitment; school context and organization; teachers and teaching; curriculum; instruction; outcomes, achievement, participation, and attitudes; the distribution of educational opportunities and outcomes; policy problems; and school completion and dropouts. Finally, it discusses the policy context in which indicators are generated and used
Improving inner-city schools : current directions in urban district reform by Jeannie Oakes( Book )

6 editions published in 1987 in English and Undetermined and held by 142 WorldCat member libraries worldwide

Increasing concern about the overall quality of America's schools has altered federal and state education policy priorities. This shift has resulted in a reduction of federal support, an increase in state-level initiatives, and development of new policies aimed more toward improving the education system generally than toward solving the problems of the most disadvantaged urban schools, which serve poor, minority, and non-English-speaking immigrant children. Through telephone interviews with urban school district administrators and a review of the literature, five types of reforms currently being widely implemented in urban districts were identified: (1) efforts to increase the "effectiveness" of schools, curricula, and instruction; (2) alternative delivery systems; (3) early childhood programs; (4) social supports; and (5) cooperative partnerships. This document analyzes the effectiveness of these direct intervention strategies in addressing the issues in the most troubled urban schools and helping low-income and minority students break their patterns of low achievement, dropping out, and joblessness. The most promising strategies for helping inner-city students are those that will accomplish the following: (1) build capacity at local school sites; (2) provide school autonomy and flexibility in designing and implementing improvement plans; (3) take a broad view of curriculum and instruction; (4) provide real-life incentives for urban students to achieve at school; and (5) coordinate efforts with other institutions and agencies to provide social and economic opportunities beyond the reach of the school. Strategies are analyzed on two tables; a list of 169 references is appended. (BJV)
What are educational indicators and indicator systems? by Richard J Shavelson( Book )

3 editions published in 1991 in English and held by 81 WorldCat member libraries worldwide

Educational indicator systems are similar to indicator systems used to monitor the economy, the criminal justice system, or other social systems. Governments recognize the value of statistics that provide current information and make trend analysis and forecasts possible. Education statistics will qualify as indicators only if they serve as yardsticks; they must tell a great deal about the system by reporting the condition of a few significant features. As a heuristic guide, it is proposed that an indicator is an individual or composite statistic that relates to a basic construct in education and is useful in a policy context. An indicator system is more than a mere collection of indicators. The information provided by the system should be greater than the sum of its parts. National Indicators should monitor education outcomes and reflect characteristics of students and communities, financial and human resources, and other educational inputs. They should reflect the adequacy of the curriculum and instruction, as well as the nature of the school. Indicators must be related to each other so that their relationships and changes in their relationships can be ascertained. Indicators cannot: (1) set goals and priorities; (2) evaluate programs; and (3) develop a balance sheet for a social system. They can describe and state problems clearly, identify new problems, and give clues about promising policy approaches. Five references are listed. (SLD)
Steps in designing an indicator system by Richard J Shavelson( Book )

1 edition published in 1991 in English and held by 81 WorldCat member libraries worldwide

Some steps to identify an initial set of indicators and to develop alternative indicator systems are outlined for educational evaluation and illustrated through the example of a National Science Foundation (NSF) study of mathematics and science education. The first step is to conceptualize potential indicators to specify a comprehensive monitoring system containing inputs, processes, and outputs. The potentially important indicators identified through this model are refined through eight criteria for selecting indicators of the major components of schooling. It was assumed that indicators should: (1) reflect the central features of mathematics and science education; (2) provide information pertinent to current or potential problems; (3) measure factors that policy can influence; (4) measure observed behavior rather than perceptions; (5) be reliable and valid; (6) provide analytical links; (7) be feasible to implement; and (8) address a broad range of audiences. After the indicators are selected, alternative data collection strategies to build the system must be designed. The alternatives require evaluation for utility, feasibility, and cost. After selection of one alternative, the individual indicators are developed and refined. Reviewing research on the key components and indicators of mathematics and science education highlights the necessity of a research agenda to improve indicator systems. There are three references. (SLD)
Tracking in secondary schools : a contextual perspective by Jeannie Oakes( Book )

6 editions published in 1987 in English and Undetermined and held by 67 WorldCat member libraries worldwide

This article explores the school context of tracking, with a mention of the societal contexts of tracking. A brief review of tracking practices, assumptions, and evidence of effects is included in the beginning of the paper. Several relationships within the schooling context of tracking are discussed: (1) student characteristics and track placement; (2) track systems and track placements; (3) track systems, student placements, and learning opportunities; and (4) responses, outcomes, and future placements. Throughout the article, a set of hypotheses is raised to account for tracking's effects and its persistence as school practice. These hypotheses are as follows: (1) the schooling context of tracking consists of a complex set of relationships among structures and events within schools, and this schooling context has long-term consequences for students' cognitive and affective outcomes; (2) the societal context of tracking--specifically, historically grounded assumptions and shared norms about how schools should respond to student diversity--shapes the content and processes of school tracking; and (3) contextual considerations can explain tracking's persistence in schools despite empirical evidence against its effectiveness. Extensive references are included. (SI)
An immodest proposal : from critical theory to critical practice for school renewal by Jeannie Oakes( Book )

4 editions published in 1983 in English and held by 62 WorldCat member libraries worldwide

Dissatisfaction with schools results directly from the failure to explain, understand, and change educational practice within a critical theoretical perspective. School renewal and the potential for change must be based on critical inquiry--a technique which utilizes qualitative and quantitative empirical procedures as catalysts for formative, critical reflection. This methodological approach integrates three general orientations of systematic inquiry: the scientific method, naturalistic methodologies, and dialectical reason. "Doing" critical inquiry can be likened to wearing three hats at the same time: (1) a top hat representing critical inquiry, explaining and understanding only within a normative perspective that maintains a continued dialectic between schooling practices and human interests, (2) a middle hat representing hermeneutical/interpretive inquiry dedicated to understanding the conditions of schooling in the terms of historical and current school events and people's experiences of those events, and (3) a bottom hat representing empirical analytic inquiry and a dedication to the usefulness of descriptive (survey-type), experimental, and/or quasi-experimental methodologies to yield potentially valuable information. The content of critical inquiry cannot be determined by collaborators but must emerge from their interactions with those in the setting and consist of the reality of the setting itself. Two interconnected processes--exploration and action--constitute the activities of those involved in the change effort. (Rm)
Teaching to change the world by Jeannie Oakes( )

9 editions published between 2015 and 2018 in English and held by 43 WorldCat member libraries worldwide

This is an up-to-the-moment, engaging, multicultural introduction to education and teaching and the challenges and opportunities they present. The four authors bring a rich blend of theory and practical application to this groundbreaking text. Jeannie Oakes is a leading education researcher and former director of the UCLA teacher education program
On tracking and ability grouping by Jeannie Oakes( Visual )

2 editions published in 1991 in English and held by 33 WorldCat member libraries worldwide

Oakes and Lipton argue that ability grouping is based on flawed and destructive positions and suggest that alternate strategies may help the best students just as much and the less able students a good deal more
moreShow More Titles
fewerShow Fewer Titles
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.37 (from 0.23 for Learning p ... to 0.62 for Tracking i ...)

Keeping track : how schools structure inequality
Creating new educational communitiesTeaching to change the worldMaking the best of schools : a handbook for parents, teachers, and policymakersLearning power : organizing for education and justiceBecoming good American schools : the struggle for civic virtue in education reformCritical perspectives on the organization and improvement of schoolingMultiplying inequalities : the effects of race, social class, and tracking on opportunities to learn mathematics and scienceBeyond tracking : multiple pathways to college, career, and civic participationIndicators for monitoring mathematics and science education : a sourcebook
Alternative Names
Oakes, Jeannette Louise.

English (156)

Chinese (2)