Inquiry-minded schools. Opening doors for accountability

Phi Delta Kappan

Volumn 81, Issue 10, 2000, Pages 766-773

  Rallis, Sharon F ^a   MacMullen, Margaret M ^b  

^a UNIVERSITY OF CONNECTICUT   (United States)

^b BROWN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 5944250670     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (23)

1. The Bay Area School Reform Collaborative, a consortium of schools underwritten by the Annenberg Challenge and Hewlett Packard, has pioneered this effort in practice. Many other educators and evaluators have written about the phenomenon we are calling the inquiry-minded school. See, for example, Linda Darling-Hammond, "The Right to Learn and the Advancement of Teaching: Research, Policy, and Practice for Democratic Education," Educational Researcher, August/September 1996, pp. 5-17;
2. Linda Darling-Hammond, Jacqueline Ancess, and Beverly Falk, Authentic Assessment in Action: Studies of Schools and Students at Work (New York: Teachers College Press, 1995);
3. Linda Darling-Hammond and Jon Snyder, "Reframing Accountability: Creating Learner-Centered Schools," in Ann Lieberman, ed., The Changing Contents of Teaching (Chicago: University of Chicago Press, 1992), pp. 11-36;
4. Joan Herman and Lynn Winters, Tracking Your School's Success (Newbury Park, Calif.: Corwin Press, 1992);
5. David Nevo, Making Better Decisions About School Problems (Newbury Park, Calif.: Corwin Press, 1994);
6. and Ellen Goldring and Sharon Rallis, Principals of Dynamic Schools: Taking Charge of Change (Newbury Park, Calif.: Corwin Press, 1993).
7. Fred M. Newmann, M. Bruce King, and Mark Rigdon, "Accountability and School Performance: Implications from Restructuring Schools," Harvard Educational Review, vol. 67, 1997, p. 48.
8. The following discussion of accountability models draws heavily from Michael W. Kirst, Accountability: Implications for State and Local Policymakers (Washington, D.C.: Office of Educational Research and Improvement, 1990);
9. and Fran O'Reilly, "Educational Accountability: Current Practices and Theories in Use," Consortium for Policy Research in Education, unpublished paper, Harvard University, 1996.
10. Nidhi Khattri et al., Studies of Educational Reform: Assessment of Student Performance, Final Report: Findings and Conclusions (Washington, D.C.: Office of Educational Research and Improvement, 1996).
11. Charles T. Clotfelter and Helen F. Ladd, "Picking Winners: Recognition and Reward Programs for Public Schools," paper prepared for the Brookings Institution Conference on Performance-Based Approaches to School Reform, 6-7 April 1995;
12. and Richard L. Allington and Anne McGill-Franzen, "Unintended Effects of Educational Reform," Educational Policy, vol. 6, 1992, pp. 397-414.
13. Susan H. Fuhrman, "Conclusion: Building a Better System of Incentives," in Susan H. Fuhrman and Jennifer A. O'Day, eds., Rewards and Reform: Creating Educational Incentives That Work (San Francisco: Jossey-Bass, 1996);
14. and Craig E. Richards and Tian Ming Sheu, "The South Carolina School Incentives Reward Program: A Policy Analysis," Economics of Education Review, vol. 11, 1992, pp. 71-86.
15. Bruce Fuller, Who Gains, Who Loses from School Choice?: A Research Summary (Denver: National Conference of State Legislatures, 1995).
16. See a number of chapters in Bruce Fuller and Richard Elmore, with Gary Orfield, eds., Who Chooses? Who Loses? Culture, Institutions, and the Unequal (New York: Teachers College Press, 1996).
17. Newmann, King, and Rigdon, Who Chooses? Who Loses? Culture, Institutions, and the Unequal op. cit.
18. See Darling-Hammond and Snyder, Who Chooses? Who Loses? Culture, Institutions, and the Unequal op. cit., for discussions of professionalism and professional accountability.
19. Newmann, King, and Rigdon, Who Chooses? Who Loses? Culture, Institutions, and the Unequal op. cit.
20. Grant Wiggins, "Embracing Accountability," New Schools, New Communities, Winter 1996, p. 6.
21. Laurie Olsen et al., The Unfinished Journey: Restructuring Schools in a Diverse Society (San Francisco: California Tomorrow, 1994), p. 290.
22. For further details, see "A Framework for Accountability," available at the website of the Annenberg Institute for School Reform, www.aisr.brown. edu/accountability.
23. "A Framework for Accountability," Ibid.