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Volumn 109, Issue 8, 2007, Pages 1957-1979

Exploring coherence as an organizational resource for carrying out reform initiatives

Author keywords

[No Author keywords available]

Indexed keywords


EID: 35648944899     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Review
Times cited : (13)

References (27)
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    • Abelmann, C., & Elmore, R. M. (with Even, J., Kenyon, S., & Marshall, J.) (1999). When accountability knocks, will anyone answer? (CPRE Research Report Series RR-42). Retrieved on July 17, 2003, from Consortium for Policy Research in Education at http://www.cpre.org/Publications/rr42.pdf
  • 2
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    • Assessment and classroom learning
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  • 5
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    • Reforming again and again
    • Cuban, L. (1990). Reforming again and again. Educational Researcher, 19, 3-13.
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    • Cuban, L.1
  • 7
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    • Elmore, R., & Burney, D. (1998, December). Continuous improvement in Community School District #2, New York City [A report to the Office of Educational Research and Improvement], Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
    • Elmore, R., & Burney, D. (1998, December). Continuous improvement in Community School District #2, New York City [A report to the Office of Educational Research and Improvement], Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • 8
    • 0001576511 scopus 로고
    • Developmental studies of work as a testbench of activity theory: Analyzing the work of general practitioners
    • S. Chaiklin & J. Lave Eds, Cambridge: Cambridge University Press
    • Engeström, Y (1993). Developmental studies of work as a testbench of activity theory: Analyzing the work of general practitioners. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
    • (1993) Understanding practice: Perspectives on activity and context
    • Engeström, Y.1
  • 12
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    • Accessing, documenting and communicating the phronesis of school leadership practice
    • Halverson, R. (2004). Accessing, documenting and communicating the phronesis of school leadership practice. American fournal of Education, 111(1), 90-122.
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    • Halverson, R.1
  • 15
    • 33746921730 scopus 로고    scopus 로고
    • How practitioners interpret data and link data to instruction: Research findings on New York City Schools' implementation of the Grow Network
    • April, Paper presented at the, San Diego, CA
    • Light, D., Heinze, C., & Wexler, D. (2004, April). How practitioners interpret data and link data to instruction: Research findings on New York City Schools' implementation of the Grow Network. Paper presented at the meeting of the American Educational Research Association, San Diego, CA.
    • (2004) meeting of the American Educational Research Association
    • Light, D.1    Heinze, C.2    Wexler, D.3
  • 16
    • 33747501129 scopus 로고    scopus 로고
    • Retrieved November 3, 2003, from Stanford University, Center for the Study of Teaching and Policy at
    • McLaughlin, M., & Talbert, J. (2003). Reforming districts: How districts support school reform. Retrieved November 3, 2003, from Stanford University, Center for the Study of Teaching and Policy at http://www.ctpweb. org/
    • (2003) Reforming districts: How districts support school reform
    • McLaughlin, M.1    Talbert, J.2
  • 22
    • 0031486226 scopus 로고    scopus 로고
    • Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform
    • Spillane, J. P., & Thompson, C. L. (1997). Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform. Education Evaluation and Policy Analysis, 19(2), 185-203.
    • (1997) Education Evaluation and Policy Analysis , vol.19 , Issue.2 , pp. 185-203
    • Spillane, J.P.1    Thompson, C.L.2
  • 23
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    • A cognitive perspective on the LEA's role in implementing instructional policy: Accounting for local variability
    • Spillane, J. (1998). A cognitive perspective on the LEA's role in implementing instructional policy: Accounting for local variability. Education Administration Quarterly, 43(1), 31-35.
    • (1998) Education Administration Quarterly , vol.43 , Issue.1 , pp. 31-35
    • Spillane, J.1
  • 24
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    • Cognition and policy implementation: District policymakers and the reform of mathematics education
    • Spillane, J. (2000). Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18(2), 141-179
    • (2000) Cognition and Instruction , vol.18 , Issue.2 , pp. 141-179
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    • Spillane, J. P., Halverson, R., & Diamond,J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23-28.
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    • Spillane, J.P.1    Halverson, R.2    Diamond, J.B.3
  • 26
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    • Thorn, C. A. (2001, November 19). Knowledge management for educational information systems: What is the state of the field? Education Policy Analysis Archives, 9(47). Retrieved on August 4, 2004, from http://epaa.asu.edu/epaa/v9n47/.>http://epaa.asu.edu/epaa/v9n47/
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    • Weiss, C. H. (1995). Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families. J. P. Connell, A. C. Kubisch, L. B. Schorr, Sc C. H. Weiss (Eds.), New approaches to evaluating community initiatives; Concepts, methods, and context. Washington, DC: Aspen Institute.
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    • Weiss, C.H.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.