The challenge of improving instruction in urban high schools: Case studies of the implementation of the chicago academic standards

Peabody Journal of Education

Volumn 78, Issue 3, 2003, Pages 39-87

  Wong, Kenneth K ^a   Anagnostopoulos, Dorothea ^b   Rutledge, Stacey ^c   Edwards, Claudia ^c  

^a VANDERBILT UNIVERSITY   (United States)

^b MICHIGAN STATE UNIVERSITY   (United States)

^c UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745740322     PISSN: 0161956X     EISSN: None     Source Type: Journal    
DOI: 10.1207/S15327930PJE7803_04     Document Type: Article

References (9)

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3. Chicago Public Schools. (1997). Expecting more: Higher standards for Chicago’s students. Program of study, grades 9 and 10: English language arts. Chicago: Author.
4. Hillocks, G., & Ludlow, T. (1984). A taxonomy of skills in reading and interpreting fiction. American Educational Research Journal, 21, 7–24.
5. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
6. Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement and literature achievement. Research in the Teaching of English, 25, 261–290.
7. Odden, A. (1991). The Evolution of Education Policy. In A. Odden (Ed.), Education Policy Implementation. Albany: State University Press of New York.
8. Wong, K. K., & Anagnostopoulos, D. (1998). Can integrated governance reconstruct teaching? Lessons learned from two low-performing Chicago high schools. Education Policy, 12, 31–47.
9. Wong K. K., Anagnostopoulos, D., Rutledge, S., Lynn, L., & Dreeben, R. (1999). Implementation of an educational accountability agenda: Integrated governance in the Chicago public schools enters its fourth year. A report from the Department of Education and Irving B.Harris Graduate School of Public Policy Studies. Chicago: University of Chicago.