Instructional program coherence: What it is and why it should guide school improvement policy

Educational Evaluation and Policy Analysis

Volumn 23, Issue 4, 2001, Pages 297-321

  Newmann, Fred M ^a   Smith, BetsAnn ^a   Allensworth, Elaine ^a   Bryk, Anthony S ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035566450     PISSN: 01623737     EISSN: None     Source Type: Journal    
DOI: 10.3102/01623737023004297     Document Type: Article

References (51)

1. Adams, G. L., & Engelmann, S. (1996). Research on direct instruction: Twenty-five years beyond DISTAR. Seattle: Educational Achievement Systems.
2. Allington, R. L., & Johnson, P. (1989). Coordination, collaboration, and consistency : The redesign of compensatory and special education interventions. In R. E. Slavin, N. L. Karweit, & N. A. Madden (Eds.), Effective programs for students at risk, pp. 320-354). Needham Heights, MA: Allyn & Bacon.
3. American Federation of Teachers. (1998). Building on the best, learning from what works: Seven promising reading and English language arts programs. Washington, DC: Author.
4. Ames, R., & Ames, C. (Eds.). (1984). Research on motivation in education. Orlando: Academic Press.
5. Blauner, R. (1964). Alienation and freedom: The factory worker and his industry. Chicago: University of Chicago Press.
6. Bransford, J. D., Brown, A. L., Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
7. Bryk, A. S., Easton, J. Q., Kerbow, D., Rollow, S. G., & Sebring, P. A. (1993). A view from the elementary schools: The state of reform in Chicago. Chicago: Consortium on Chicago School Research.
8. Bryk, A. S., Lee, V. E., & Holland, P. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
9. Bryk, A. S., Lee, V. E., & Smith, J. B. (1990). High school organization and its effects on teachers and students: An interpretive summary of the research. In W. H. Clune & J. F. Witte (Eds.), Choice and control in American education: Vol. 1 (pp. 135-226). New York: Falmer.
10. Bryk, A. S., Sebring, P. B., Kerbow, D., Rollow, S., & Easton, J. (1998). Charting Chicago school reform. Boulder, CO: Westview Press.
11. Bryk, A. S., Thum, Y. M., Easton, J. Q., & Luppescu, S. (1998). Academic productivity of Chicago public elementary schools. Chicago: Consortium on Chicago School Research.
12. Chicago Public Schools (1995). Children first: Self-analysis guide. Chicago: Author.
13. Chubb, J. E., & Moe, T. M. (1990). Politics, markets, and America's schools. Washington, DC: Brookings Institution Press.
14. Cohen, D. K. (1995). What is the system in systemic reform? Educational Researcher, 24(9), 11-17, 31.
15. Cohen, D., & Ball, D. (1996). Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Researcher 25(9), 6-8.
16. Coleman, J. S., Hoffer, T., & Kilgore, S. (1982). High school achievement: Public, Catholic, and private schools compared. New York: Basic Books.
17. Consortium for Policy Research in Education. (2001). Bridging the K-12/postsecondary divide with a coherent K-16 system. University of Pennsylvania: Author. http://www.cpre.org/Publications/rb31.pdf
18. Consortium on Productivity in the Schools. (1995). Using what we have to get the schools we need: A productivity focus for American education. New York: Consortium on Productivity in the Schools; Institute on Education and the Economy; Teachers College, Columbia University.
19. Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: They can all read and write. 2nd ed. New York: Longman.
20. Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review 66(1), 1-17.
21. Fuhrman, S. H. (Ed.). (1993). Designing coherent educational policy: Improving the system. San Francisco: Jossey Bass.
22. Fuhrman, S. H., & Malen, B. (Eds.). (1991). The politics of curriculum and testing. New York: Falmer.
23. Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. Calfee (Eds.), Handbook of Educational Psychology (pp. 15-46). New York: Simon Schuster Macmillan.
24. Hess, F. (1999). Spinning wheels: The politics of urban school reform. Washington, DC: Brookings Institution Press.
25. Hill, P. T., & Celio, M. B. (1998). Fixing urban schools. Washington, DC: Brookings Institution Press.
26. Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. H. Leatta (Eds.), Handbook of industrial and organizational psychology: Vol. 1 (pp. 75-170). 2nd ed. Palo Alto, CA: Psychologists Press.
27. King, M. B., & Newmann, F. M. (1999). School capacity as a goal for professional development: Mapping the terrain in low income schools. Paper presented at the annual conference of the American Educational Research Association, Montreal.
28. King, M. B., & Newmann, F. M. (2000). Will teacher learning advance school goals? Phi Delta Kappan, 81(8), 576-580.
29. Lawler, E. (1990). High involvement management. San Francisco: Jossey-Bass.
30. Mayer, R. E., & Wittrock, M. C. (1996). Problem-solving transfer. In D. C. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 47-62). New York: Simon Schuster Macmillan.
31. New American Schools Development Corporation. (1991). Designs for a new generation of American schools: Request for proposal. Roslyn, VA: author.
32. Newmann, F. M. (1981). Reducing student alienation in high schools: Implications of theory. Harvard Educational Review, 51(4), 546-564.
33. Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The quality of intellectual work in Chicago schools: A baseline report. Chicago: Consortium on Chicago School Research.
34. Newmann, F. M., & Sconzert, K. (2000). School improvement with external partners. Chicago: Consortium on Chicago School Research.
35. Newmann, F. M., & Wehlage, G. G. (1995). Successful school restructuring: A report to the public and educators. Madison: Wisconsin Center on Education Research.
36. O'Day, J. A., Goertz, M. E., & Floden, R. E. (1995, December). Building capacity for education reform. CPRE Policy Briefs: Reporting on issues and research in education policy (RB-18). New Brunswick, NJ: Rutgers University.
37. Pallas, A. M., & Neumann, A. (1995). Lost in translation: Applying total quality management to schools, colleges, and universities. In M. T. Hallinam (Ed.), Restructuring schools: Promising practices and policies (pp. 31-55). New York: Plenum.
38. Pittman, T. S. (1998). Motivation. In D. T. Gilbert, S. T. Fiske, & G. Lindsay (Eds). The handbook of social psychology: Vol. 1 (pp. 549-590). 4th ed. New York: McGraw Hill.
39. Purkey, S. C., & Smith, M. S. (1983). Effective schools: A review. The Elementary School Journal, 83(4), 427-452.
40. Raudenbush, S., Bryk, A. S., Cheong, Y. F., & Congdon, R. (2000). HLM5: Hierarchial Linear and Nonlinear Modeling. Lincolnwood, IL: Scientific Software.
41. Rowan, B., & Miskel, C. G. (1999). Institutional theory and the study of educational organizations. In K. S. Louis & J. Murphy (Eds.), Handbook of research on educational administration (pp. 359-384). San Francisco: Jossey Bass.
42. Scott, W. R., & Meyer, J. W. (1994). Environmental linkages and organizational complexity: Public and private schools. In W. R. Scott and J. W. Meyer (Eds.), Institutional environments and organizations: Structural complexity and individualism (pp. 137-159). Thousand Oaks, CA: Sage.
43. Sergiovanni, T. J. (1994). Building community in schools. San Francisco: Jossey-Bass.
44. Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Every child, every school: Success for all. Newbury Park, CA: Corwin.
45. Smith, J. B., Smith, B. A., and Bryk, A. S. (1998). Setting the pace: Opportunities to learn in Chicago's elementary schools. Chicago: Consortium on Chicago School Research.
46. Smith, M. S., & O'Day, J. A. (1991). Systemic school reform. In S. H. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing. New York: Falmer.
47. Smylie, M. A., Bilcer, D. K., Kochanek, J., Sconzert, K., Shipps, D., & Swyers, H. (1998). Getting started: A first look at Chicago Annenberg schools and networks. Chicago: Consortium on Chicago School Research, Chicago Annenberg Research Project.
48. Tyack, D., & Cuban, L. (1995). Tinkering toward utopia. Cambridge, MA: Harvard University Press.
49. Van der Linden, W., & Hambleton, R. (Eds.). (1997). Handbook of modern item response theory. New York: Springer.
50. Wohlstetter, P., Smyer, R., & Mohrman, S. A. (1994). New boundaries for school-based management: The high involvement model. Educational Evaluation and Policy Analysis 16, 268-286.
51. Wright, B. D., & Masters, G. N. (1982). Rating scale analysis. Chicago: MESA Press.