Research or "cheerleading"? Scholarship on Community School District 2, New York City

Education Policy Analysis Archives

Volumn 11, Issue , 2003, Pages

  Weiner, Lois ^a  

^a NEW JERSEY CITY UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3042558362     PISSN: 10682341     EISSN: None     Source Type: Journal    
DOI: 10.14507/epaa.v11n27.2003     Document Type: Article

References (32)

1. American Educator. (1999-2000, Winter). It's all about teaching and learning. American Educator, pp. 14-19.
2. Bourdieu, P. (1998). Acts of resistance. Against the tyranny of the market. New York: The New Press.
3. Cooper, C. R., & Denner, J. (1998, April). Theories linking culture and psychology: Universal and community-specific processes. American Educational Research Association. San Diego.
4. Cuban, L. (1988). Researchers advising policymakers: A word to the wise. Educational Psychologist, 23(3), 287-293.
5. D'Amico, L., Harwell, M., Stein, M. K., & van den Heuvel, J. (2001, April). Examining the implementation and effectiveness of a district-wide instructional improvement effort. American Educational Research Association. Seattle.
6. D'Amico, L., van den Heuvel, J., & Harwell, M. (2000). Multiple Perspectives on Instructional Improvement in Literacy and Mathematics. High Performance Learning Communities Project, contract #RC-96-137002. Learning Research and Development Center, University of Pittsburg.
7. Elmore, R. F. (1999-2000, Winter). Building a new structure for school leadership. American Educator, pp. 6-13.
8. Elmore, R. F., & Burney, D. (1997a). Investing in teacher learning: Staff development and instructional improvement in Community School District #2, New York City [ERIC Document Reproduction Service, ED416203]. New York: National Commission on Teaching & America's Future. Teachers College, Columbia University (62 pages).
9. Elmore, R. F., & Burney, D. (1997b). School variation and systemic instructional improvement in Community School CSD 2 [Http://www.lrdc.pitt.edu/ hplc/hplc.html]. Pittsburgh: University of Pittsburgh, High Performance Learning Communities Project, Learning Research and Development Center.
10. Elmore, R. F., & Burney, D. (1999). School variation and systemic instructional improvement in Community School District #2, New York City [The CEIC Review. Volume 8, Number 1]. Philadelphia: National Center on Education in the Inner Cities. Temple University Center for Research in Human Development and Education.
11. Elmore, R. F., & Burney, D. (1999, February). School variation and systemic instructional improvement in Community School District #2, New York City. In A. Grant & M. Calabazana (Eds.), The CEIC Review. The CEIC Review. Philadelphia: The National Center on Education in the Inner Cities. Temple University Center for Research in Human Development and Education.
12. Fink, E., & Resnick, L. B. (1999). Developing principals as instructional leaders. HPLC reports [Online]. Available: www.lrdc.pitt.edu/hplc/ hplc.html (Accessed 12 November 2001).
13. Freedman, S. (1987). Teacher 'burnout' and institutional stress. In J. Ozga (Ed.), Schoolwork. Approaches to the labour process of teaching (pp. 133_145). Philadelphia: Open Univ. Press. Milton Keynes.
14. Knapp, M. (1995). The teaching challenge in high_poverty classrooms. In M. Knapp & & associates (Eds.), Teaching for Meaning in High_Poverty Classrooms (pp. 160_182). New York: Teachers College Press.
15. Gibson, M. (1997, September). Exploring and explaining the variability: Cross-national perspectives on the social performance of minority students. Anthropology and education, 28(3), 318-329.
16. Goodnough, A. (2000, 15 October). How grades four and eight fared on tests. The New York Times, pp. CY 14-16.
17. Harwell, M., D'Amico, L., Stein, M. K., & Gatti, G. (2000). Research contract #RC-96-137002 with OERI. Pittsburgh, PA: Learning Research and Development Center, University of Pittsburgh.
18. Hevesi, D. ( 2002, 17 May). TriBeCa is priciest neighborhood. The New York Times, p. B6.
19. Institute for Education & Social Policy. (2001). Distributing teacher quality equitably: The case of New York City. New York: Institute for Education & Social Policy, New York University.
20. Johnstone, B. (2000, 1 May). [Letter to District #2 teachers distributed by principals]. New York City.
21. Metz, M. H. (1990). How social class differences shape teachers' work. In M. W. McLaughlin, J. E. Talbert & N. Bascia (Eds.), The contexts of teaching in secondary schools. Teachers Realities (pp. 40-107). New York: Teachers College Press.
22. Metz, M. H. (1997, March). "Keeping Students in, Gangs Out, Scores up, Alienation Down, and the Copy Machine in Working Order: Pressures That Make Urban Schools in Poverty Different." American Educational Research Association. Chicago.
23. New York City Board of Education. (2000). Second Annual Report: Evaluation of the Performance Driven Budgeting Initiative. New York City: Author.
24. Ogbu, J. U. (1995, September). Cultural problems in minority education: Their interpretations and consequences-Part One: Theoretical background. The Urban Review, 27(3), 189-205.
25. Ogbu, J. U. (1995, December). Cultural problems in minority education: Their interpretations and consequences-Part two: Case studies. The Urban Review, 27(4), 271-297.
26. Orfield, G. & Eaton, S. E. (accessed 11 March 2003). Back to segregation . http://www.civilrightsproject.harvard.edu/research/articles/reseg. php
27. Resnick, L., & Harwell, M. (1998). High performance learning communities: CSD 2 achievement [OERI research contract #RC-96-137002 deliverable]. Pittsburgh: University of Pittsburgh, Learning Research and Development Center.
28. Resnick, L. B., & Harwell, M. (2000). Instructional variation and student achievement in a standards-based education district. Pittsburgh, PA: Learning Research and Development Center.
29. Stein, M. K., D'Amico, L., & Johnstone, B. (1999, April). District as professional educator: Learning from and in New York City's Community School District #2. American Educational Research Association. Montreal.
30. Weiner, L. (2002, May). Assessing systemic's reform "learning by all": Who evaluates learning by policy analysts? Educational Policy, 16 (2): 239-263.
31. Weiner, L. (1998, Summer). Albert Shanker's legacy. Contemporary Education, 69 (4), 196-202.
32. Zuckerman, J. B. (2001). Queering the life of a progressive, urban, elementary school: Genealogical ghost stories [Dissertation], New York: Teachers College, Columbia University.