Studying educational and social policy: Theoretical concepts and research methods

Studying Educational and Social Policy: Theoretical Concepts and Research Methods

Volumn , Issue , 2004, Pages 1-381

  Heck, Ronald H ^a  

^a UNIVERSITY OF HAWAII   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909307854     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410610430     Document Type: Book

References (426)

1. Adams, D. W. (1988). Fundamental considerations: The deep meaning of Native American schooling, 1800-1900. Harvard Education Review, 58(1), 1-27.
2. Adelman, C., Jenkins, D., & Kemmis, S. (1977). Re-thinking case study: Notes from the second Cambridge conference. Cambridge Journal of Education, 6, 139-50.
3. Alexander, K., & Alexander, M. D. (2001). American public school law (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.
4. Anderson, G. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59(3), 249-270.
5. Anderson, G. (1990). Toward a critical constructivist approach to educational administration. Educational Administration Quarterly, 26(1), 38-59.
6. Anderson, G. (1996). The cultural politics of schools: Implications for leadership. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 947-966). Boston: Kluwer Academic Publishers.
7. Anfara, V. A., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28-38.
8. Angus, L. (1996). Cultural dynamics and organizational analysis: Leadership, administration and the management of meaning in schools. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 967-996). Boston: Kluwer Academic Publishers.
9. Atkin, J. M., & House, E. R. (1981). The federal role in curriculum development: 1950: 1980. Educational Evaluation and Policy Analysis, 3(5), 5-36.
10. Ball, S. J. (1987). The micro-politics of the school: Towards a theory of school organization. New York: Methuen.
11. Ball, S. J. (1990). Politics and policymaking in education: Explorations in policy sociology. London: Routledge.
12. Banfield, E. (1965). Big city politics. New York: Random House.
13. Banks, J. (1988). Multiethnic education: Theory and practice. Boston: Allyn & Bacon.
14. Banks, J. (1993). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22(5), 4-14.
15. Bassiri, D. (1988). Large and small sample properties of maximum likelihood estimates for the hierarchical model. Unpublished doctoral dissertation, Michigan State University, East Lansing.
16. Baumgartner, F., & Jones, B. (1993). Agendas and instability in American politics. Chicago: University of Chicago Press.
17. Beekhoven, S., De Jong, U., & Van Hout, H. (2002). Explaining academic progress via combining concepts of integration theory and rational choice theory. Research in Higher Education, 43(5), 577-600.
18. Bell, D. A. (1992). Faces at the bottom of the well: The permanence of racism. New York: Basic Books.
19. Bellah, R. (1983). Social science as practical reason. In D. Callahan & B. Jennings (Eds.), Ethics, the social sciences, and policy analysis (pp. 37-64). New York: Plenum.
20. Benham, M. K. (1993). Political and cultural determinants of educational policymaking: Their effects on Native Hawaiians. Unpublished doctoral dissertation, University of Hawai'i at Mnoa, Honolulu.
21. Benham, M. K., & Heck, R. H. (1994). Political culture and policy in a state-controlled educational system: The case of educational politics in Hawai'i. Educational Administration Quarterly, 30(4), 419-450.
22. Benham, M. K., & Heck, R. H. (1998). Culture and educational policy in Hawai'i: The silencing of native voices. Mahwah, NJ: Lawrence Erlbaum Associates.
23. Bensimon, E. M., & Marshall, C. (1997). Policy analysis for postsecondary education: Feminist and critical perspectives. In C. Marshall (Ed.), Feminist critical policy analysis (pp. 1-21). London: Falmer Press.
24. Benson, C. S. (1988). Economics of education: The U.S. perspective. In N. Boyan (Ed.) Handbook of Research on Educational Administration (pp. 355-372). New York: Longman.
25. Berliner, D. C. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8), 18-20.
26. Berman, C., & McLaughin, M. W. (1975). Federal programs supporting educational change, Vol. IV: The findings in review. Santa Monica, CA: Rand.
27. Berman, C., & McLaughin, M. W. (1977). Federal programs supporting educational change, Vol. VII: Factors affecting implementation and continuation. Santa Monica, CA: Rand.
28. Berman, C., & McLaughlin, M. W. (1978). Federal programs supporting educational change, Vol. VIII: Implementing and sustaining innovations. Santa Monica, CA: Rand.
29. Bernard, H.R. (1994). Research methods in anthropology: Qualitative and quantitative approaches. Newbury Park, CA: Sage.
30. Bidwell, C. E., & Kasarda, J. D. (1980). Conceptualizing and measuring the effects of school and schooling. American Journal of Education, 88(4), 401-430.
31. Birnbaum, R. (2000). Policy scholars are from Venus: Policy makers are from Mars. The Review of Higher Education, 23(2), 119-132.
32. Blackmore, J. (1996). "Breaking the silence": Feminist contributions to educational administration and policy. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 997-1042). Boston: Kluwer Academic Publishers.
33. Blackmore, J., Kenway, J., Willis, S., & Rennie, L. (1993). What's working for girls? The reception of gender equity policy in two Australian schools. In C. Marshall (Ed.), The new politics of race and gender (pp. 183-202). London: The Falmer Press.
34. Blount, J. (1994). One postmodernist perspective on educational leadership: Ain't I a leader? In S. Maxcy (Ed.), Postmodern school leadership: Meeting the crisis in educational administration (pp. 47-59). London: Praegar.
35. Bogdan, R. C., & Bilken, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.
36. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education (3rd ed.). Boston: Allyn & Bacon.
37. Boje, D. M., Gephart, R., Jr., & Thatchenkery, T. J. (1996). Postmodern management and organization theory. Newbury Park, CA: Sage.
38. Boyan, N. (1988). Handbook of research on educational administration. New York: Longman.
39. Boyd, W. (1988). Policy analysis, educational policy, and management: Through a glass darkly? In N. Boyan (Ed.) Handbook of research on educational administration (pp. 501-522). White Plains, NY: Longman.
40. Boyd, W. (1992). The power of paradigms: Reconceptualizing educational policy and management. Educational Administration Quarterly, 28(4), 504-528.
41. Boyd, W., & Kerchner, C. (1988). The politics of excellence and choice of education. New York: The Falmer Press.
42. Brewer, D., Gates, S. M., & Goldman, C. A. (2002). In pursuit of prestige: Strategy and competition in US higher education. New Brunswick, NJ: Transaction Press.
43. Brewer, D., Krop, C., Gill, B., & Reichardt, R. (1999). Estimating the cost of national class size reductions under different policy alternatives. Educational Evaluation and Policy Analysis, 21(2), 179-192.
44. Brewer, G. D. (1974). The policy sciences emerge: To nurture and structure a discipline. Policy Sciences 5(3), 239-244.
45. Brown v. Board of Education, 347, U.S. 483, 74 S.Ct. 686 (1954).
46. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park: CA: Sage.
47. Bryman, A., & Burgess, R. G. (1994). Developments in qualitative data analysis: An introduction. In A. Bryman & R. G. Burgess (Eds.), Analyzing qualitative data (pp. 1-17). New York: Routledge.
48. Bulmer, M. (1982). The uses of social research. London: Allen & Unwin.
49. Burgess, R. G., Pole, C. J., Evans, K., & Priestley, C. (1994). Four studies from one or one study from four? In A. Bryman & R. G. Burgess (Eds.), Analyzing qualitative data (pp. 129-145). London: Routledge.
50. Callahan, D., & Jennings, B. (Eds.). (1983). Ethics, the social sciences, and policy analysis. New York: Plenum.
51. Callahan, R. (1960). An introduction to education in American society. New York: Knopf.
52. Callahan, R. (1962). Education and the cult of efficiency. Chicago: University of Chicago Press.
53. Campbell, D.T., & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally.
54. Campbell, R., Cunningham, L., Nystrand, R., & Usdan, M. (1990). The organization and control of American schools (6th ed.). Columbus, OH: Merrill Publishing.
55. Catterall, J. (1997). Reflections on economic analysis and education policy: Introduction. Educational Evaluation and Policy Analysis, 19(4), 297-299.
56. Cibulka, J. G. (1995). Policy analysis and the study of the politics of education. In J. D. Scribner & D. H. Layton (Eds.), The study of education politics (pp. 105-126). Washington, DC: Falmer.
57. Cibulka, J. G. (1999). Ideological lenses for interpreting political and economic changes affecting schooling. In J. Murphy & K. Seashore Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 163-182). San Francisco: Jossey-Bass.
58. Cobb, R. W., & Elder, C. D. (1972). Participation in American politics: The dynamics of agenda building. Boston: Allyn & Bacon.
59. Cohen, D. (1982). Policy and organization: The impact of state and federal educational policy on school governance. Harvard Educational Review, 52, 474-499.
60. Cohen, M., March, J., & Olsen, J. (1972). A garbage can model of organizational choice. Administrative Science Quarterly, 17(1), 1-25.
61. Cohen, M. R. (1988). Statistical power for the social sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
62. Coleman, J. S. (1972). Policy research in the social sciences. Morristown, NJ: General Learning Press.
63. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A.,Weinfeld, F., & York, R. L. (1966). Equality of educational opportunity. Washington, DC: Government Printing Office
64. Connelly, F. M., & Clandnin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
65. Cook, T. D. (2002). Randomized experiments in education: Why are they so rare? Educational Evaluation and Policy Analysis, 24(3), 175-200.
66. Cook,T. D., & Campbell, D.T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston: Houghton Mifflin Co.
67. Coplin, W. D., & O'Leary, M. K. (1981). Basic policy studies skills. Croton-on-Hudson, NY: Policy Studies Associates.
68. Corson, D. (1996). Emancipatory discursive practices. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 1043-1067). Boston: Kluwer Academic Publishers.
69. Cox, R. W. (1981). Social forces, states and world orders: Millennium. Journal of International Studies, 10(2), 126-155.
70. Cremin, L. (1970). American education: The colonial experience, 1607-1783. New York: Harper & Row.
71. Cuban, L. (1990). Reforming again, again, and again. Educational Researcher, 19(1), 3-13.
72. Cubberley, E. P. (1916). Public school administration: A statement of the fundamental principles underlying the organization and administration of public education. Boston: Houghton Mifflin.
73. Cubberley, E. P. (1929). Public school administration. Boston: Houghton Mifflin.
74. Culbertson, J. A. (1988). A century's quest for a knowledge base. In N. Boyan (Ed.), Handbook of research on educational administration (pp. 3-26). New York: Longman.
75. Darling-Hammond, L. (1994). Performance-based assessment and educational equity. Harvard Educational Review, 64(1), 5-29.
76. Darling-Hammond, L. (2002, September 6). Research and rhetoric on teacher certification: A response to "teacher certification revisited." Education Policy Analysis Archives, 10(36), 1-57.
77. Davies, R. B. (1994). From cross-sectional to longitudinal analysis. In R. B. Davies & A. Dale (Eds.) Analyzing social & political change: A casebook of methods (pp. 20-40). Newbury Park, CA: Sage.
78. Davies, R. B., & Dale, A. (1994). Introduction. In R. B. Davies & A. Dale (Eds.), Analyzing social and political change (pp. 1-19). Newbury Park, CA: Sage.
79. De Leeuw, J. & Kreft, I. (1995). Questioning multilevel models. Journal of Educational Statistics, 20(2), 171-189.
80. deLeon, P. (1999). The stages approach to the policy process. In P. Sabatier (Ed.) Theories of the policy process (pp. 19-32). Boulder, CO: Westview Press.
81. Derrida, J. (1976). Of grammatology. Baltimore, MD: Johns Hopkins University.
82. Derrida, J. (1977). Writing and difference. London: Routledge & Kegan Paul.
83. Desimone, L., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
84. DesJardins, S. L. (2002). Understanding and using efficiency and equity criteria in the study of higher education policy. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. XVII, pp. 173-219). New York: Agathon Press.
85. Dewey, J. (1972). The influence of the high school upon educational methods. In The early works of John Dewey, 1882-1898 (pp. 270-271). Carbondale, IL: University of Illinois Press.
86. Dillard, C. (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. International Journal of Qualitative Studies in Education, 13(6), 661-681.
87. Dimaggio, P., & Powell, W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48, 147-160.
88. Donmoyer, R. (1996). This issue: Talking "truth" to power. Educational Researcher, 25(8), 2, 9.
89. Downs, A. (1957). An economic theory of democracy. New York: Harper.
90. Downs, A. (1972). Up and down with ecology: The issue-attention cycle. Public Interest, 28, 38-50.
91. Duemer, L. S., & Mendez-Morse, S. (2002, September 23). Recovering policy implementation: Understanding implementation through informal communication. Education Policy Analysis Archives, 10(39), 11 pages. Retrieved from http://epaa.asu.edu/epaa/v10n39.html.
92. Dunbar, C. (2001). Does anyone know we're here: Alternative schooling for African American youth. New York: Peter Lang.
93. Dye, T. (1966). Politics, economics, and the public. Chicago: Rand McNally.
94. Dye, T. R. (1972). Understanding public policy. Englewood Cliffs, NJ: Prentice-Hall.
95. Dye, T. R. (1990). American federalism: Competition among governments. Lexington, MA: Lexington Books.
96. Easton, D. (1953). The political system. New York: Knopf.
97. Easton, D. (1965). A systems analysis of political life. New York: Wiley.
98. Elazar, D. (1970). Cities on the prairie. New York: Basic Books.
99. Elazar, D. (1984). American federalism (3rd ed.). New York: Harper & Row.
100. Eliot, T. H. (1959). Toward an understanding of public school politics. American Political Science Review, 53(4), 1032-1051.
101. Elmore, R., & McLaughlin, M. (1982). Reform and retrenchment: The politics of school finance reform. Cambridge, MA: Ballinger.
102. Elster, J. (Ed.). (1986). Rational choice. Oxford, England: Blackwell.
103. Everhart, R. (1982). The nature of "goofing off" among junior high school adolescents. Adolescence, 17, 177-188.
104. Everhart, R. (1988). Fieldwork methodology in educational administration. In N. Boyan (Ed.), Handbook of research on educational administration (pp. 703-726). New York: Longman.
105. Evers, J., & Lakomski, G. (1996). Science in educational administration: A postpositivist conception. Educational Administration Quarterly, 32(3), 379-402.
106. Fairbanks, D. (1977). Religious forces and "morality" politics in the American states. Western Political Quarterly, 30, 411-417.
107. Fay, B. (1987). Critical social science. Ithaca, NY: Cornell University Press.
108. Ferman, B. (1991). Chicago: Power, race, and reform. In H. Savitch & J. Thomas (Eds.) Big city politics in transition: Urban Affairs Annual Reviews (Vol. 38, pp. 47-63). Newbury Park, CA: Sage.
109. Feuer,M. J., Towne, L., & Shavelson, R. J. (2002). Scientific culture and educational research. Educational Researcher, 31(8), 4-14.
110. Fine, M., & Weiss, L. (1993). Introduction. In L. Weiss & M. Fine (Eds.) Beyond silenced voices: Class, race, and gender in United States schools (pp. 1-6). Albany, NY: SUNY Press.
111. Finkelstein, B. (1978). Pedagogy as intrusion: Teaching values in popular primary schools in nineteenth century America. In D. R. Warren (Ed.), History, education, and public policy (pp. 239-270). Berkeley: CA: McCutchen.
112. Finn, J. D. (2002). Small classes in American schools: Research, practice, and politics. Phi Delta Kappan, 83(7), 551-560.
113. Firestone, W. (1989). Educational policy as an ecology of games. Educational Researcher, 18(7), 18-24.
114. Firestone, W., & Corbett, H. (1988). Planned organizational change. In N. Boyan (Ed.), Handbook of research on educational administration (pp. 321-340). White Plains, NY: Longman.
115. Firestone, W. A. (1990). Continuity and incrementalism after all: State responses to the excellence movement. In J. Murphy (Ed.), The education reform movement of the 1980s: perspectives and cases (pp. 143-166). Berkeley, CA: McCutchan.
116. Flyvbjerg, B. (2001). Making social science matter. Cambridge, UK: Cambridge University Press.
117. Fotiu, R. (1989). A comparison of the EM and data augmentation algorithms on simulates small sample hierarchical data from research on education. Unpublished doctoral dissertation, Michigan State University, East Lansing.
118. Foucault, M. (1970). The order of things. London: Tavistock.
119. Foucault, M. (1973). The archeology of knowledge. New York: Vintage.
120. Fowler, F. C. (2000). Policy studies for educational leaders. Upper Saddle River, NJ: Prentice-Hall.
121. Fraenkel, J. R., & Wallen, N. (2000). How to design and evaluate research in education. (4th ed.). Boston: McGraw-Hill.
122. Freund, R. J., & Littell, R. C. (1991). SAS System for Regression (2nd ed.). Cary, NC: SAS Institute.
123. Garms, W., Guthrie, J.W., & Pierce, L. C. (1978). School finance: The economics and politics of education. Englewood Cliffs, NJ: Prentice-Hall.
124. Gee, J., Michaels, S., & O'Conner, M. (1992). Discourse analysis. In M. LeCompre, W. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 227-292). San Diego: Academic Press.
125. Gergen, K. J. (1968). Assessing the leverage points in the process of policy formation. In R. A. Bauer & K. J. Gergen (Eds.), The study of policy formation (pp. 182-203). New York: Free Press.
126. Glaser,B. J., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
127. Glenn, C. (1988). The myth of the common school. Amherst: University of Massachusetts Press.
128. Godwin, R. K., & Kemerer, F. R. (2002, May 15). School choice trade-offs. Education Week, 21(36) 52, 39.
129. González, F. E. (2001). Haciendo que hacer-cultivating a Mestiza worldview and academic achievement: Braiding cultural knowledge into educational research, policy, and practice. International Journal of Qualitative Studies in Education, 14(5), 641-656.
130. Goodwyn, L. (1978). The populist movement. New York: Oxford University Press.
131. Gordon, E. (1997). Task force on the role and future of minorities, American Educational Research Association. Educational Researcher, 26(3), 44-53.
132. Gormley, K. (1988). Ten adventures in state constitutional law. Emerging issues in state constitutional law. Washington, DC: National Association of Attorneys General.
133. Grant, L., & Fine, G. (1992). Sociology unleashed: Creative directions in classical ethnography. In M. LeCompre, W. Millroy, & J. Preissle (Eds.) The handbook of qualitative research in education (pp. 405-446). San Diego: Academic Press.
134. Grodzins, M. (1960). The federal system. In Goals for Americans: The report of the President's Commission on National Goals. New York: Columbia University Press.
135. Grodzins, M. (1966). The American system. Chicago: Rand McNally & Co.
136. Guthrie, J., & Reed, R. (1991). Educational administration and policy: Effective leadership in American education (2nd ed.). Boston: Allyn and Bacon.
137. Guthrie, J. W. (1988). Educational finance: The lower schools. In N. Boyan (Ed.), Handbook of research on educational administration (pp. 373-389). New York: Longman.
138. Hallinger, P., & Heck, R. H. (1996). The principal's role in school effectiveness: An assessment of the methodological progress, 1980-1995. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart, (Eds.), International handbook of educational leadership and administration (pp. 723-783). London: Kluwer Academic Publishers.
139. Hanson, R. (1980). Political culture, interparty competition and political efficacy in the American States. Publius: The Journal of Federalism, 10(2), 17-36.
140. Hanushek, E. A. (1997). Outcomes, incentives, and beliefs: Reflections on analysis of the economics of schools. Educational Evaluation andPolicy Analysis, 19(4), 301-308.
141. Harding, S. (1986). The science question in feminism. Ithaca, NY: Cornell University Press.
142. Hays, S. (1963). The politics of reform in municipal government in the progressive era. Pacific Northwest Quarterly, 55, 163.
143. Heck, R. (1991). Public school restructuring in Chicago: Indicator of another revolution in the politics of education? Equity and Excellence, 25, 216-221.
144. Heck, R. H. (1991-1992). Systems dynamics and Chicago school reform: A model for redefining who governs. Administrator's Notebook, 35(4), 1-6.
145. Heck, R. H.(2003). Examining the stability of school effects and school effectiveness criteria. Journal of Effective Schools, 2(1), 49-61.
146. Heck, R. H., Brandon, P., & Wang, J. (2001). Implementing site-managed educational changes: Examining levels of implementation and impact. Educational Policy, 15(2), 302-322.
147. Heck,R. H., & Crislip, M. (2001). Direct and indirect writing assessments: Examining issues of equity and utility. Educational Evaluation and Policy Analysis, 23(3), 275-292.
148. Heck, R. H., & Hallinger, P. (1999). Next generation methods for the study of leadership and school improvement. In J. Murphy & K. Seashore Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 141-162), San Francisco, CA: Jossey-Bass.
149. Heck, R. H., & Thomas, S. L. (2000). An introduction to multilevel modeling techniques. Mahwah, NJ: Lawrence Erlbaum Associates.
150. Heclo, H. (1974). Social policy in Britain and Sweden. New Haven: Yale University Press.
151. Heller, D. E. (2002). The policy shift in state financial aide programs. In J. C. Smart (Ed.) Higher education: Handbook of theory and research (Vol. XVII, pp. 221-261). New York: Agathon Press.
152. Henry, A. (1998). Complacent and womanish: Girls negotiating their lives in an African centered school in the U. S. Race, Ethnicity, and Education, 1(2), 151-170.
153. Herman, R. (1999). An educator's guide to schoolwide reform. Arlington, VA: Educational Research Service.
154. Hershberger, S. L., Molenaar, P. C. M., & Corneal, S. E. (1996). A hierarchy of univariate and multivariate time series models. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 159-194). Mahwah, NJ: Lawrence Erlbaum Associates.
155. Hess, G. A., Jr. (1991). School restructuring, Chicago style. Newbury Park, CA: Sage.
156. Hill, P., & Rowe, K. (1996). Multilevel modelling in school effectiveness research. School Effectiveness and School Improvement, 7(1), 1-34.
157. Hox, J. J. (1995). Applied multilevel analysis. Amsterdam: T.T. Publikaties.
158. Hox, J. J. (1998). Multilevel modeling: When and why? In I. Balderjahn, R. Mathar, & M. Schader (Eds.), Classification, data analysis, and data highways (pp. 147-154). New York: Springer Verlag.
159. Hox, J. J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
160. Hox, J. J., & Maas, C. M. (2001). The accuracy of multilevel structural equation modeling with pseudobalanced groups and small sample sizes. Structural Equation Modeling, 8(2), 157-174.
161. Iannaccone, L. (1975). Education policy systems: a study guide for educational administrators. Fort Lauderdale, FL: Nova University Press.
162. Iannaccone, L. (1977). Three views of change in educational politics. In the seventy-sixth yearbook of the National Society for the Study of Education, Politics of Education (pp. 255-286). Chicago: University of Chicago Press.
163. Iannaccone, L. (1988). From equity to excellence: Political context and dynamics. In W. Boyd & C. Kerchner (Eds.), The politics of excellence and choice in education (pp. 49-65). London: Falmer.
164. Iannaccone, L., & Cistone, P. (1974). The politics of education. Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon.
165. Isaak, A. (1987). Politics. Glenview, IL: Scott, Foresman.
166. Jacobson, L. (2002). Report relates better schools and diversity. Education Week, 22(3), 1, 14.
167. Jenkins-Smith, H. (1990). Democratic politics and policy analysis. Pacific Grove, CA: Brooks/Cole Publishing Company.
168. Jenkins-Smith, H., & St Clair, G. (1993). The politics of offshore energy. In P. Sabatier & H. Jenkins-Smith (Eds.), Policy change and learning: An advocacy coalition approach (pp. 149-175). Boulder, CO: Westview.
169. Johnson, B. (2001). Toward a classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3-13.
170. Johnson, B. L. (2003). Those nagging headaches: Perennial issues and tensions in the politics of education field. Educational Administration Quarterly, 39(1), 41-67.
171. Johnsrud, L. K., & Heck, R. H. (1998). Faculty worklife: Establishing benchmarks across groups. Research in Higher Education, 39(5), 539-555.
172. Jöreskog, K., & Sörbom, D. (2003). LISREL 8.54. Lincolnwood, IL: Scientific Software International.
173. Jung, R. K. (1988). The federal role in elementary and secondary education: Mapping a shifting terrain. In N. Boyan (Ed.) Handbook of research on educational administration (pp. 487-499). New York: Longman.
174. Kaestle, C. F. (1988). Recent methodological developments in the history of American education. In R. M. Jaeger (Ed.), Complementary methods for research in education (pp. 61-71).Washington, DC: American Educational Research Association.
175. Kahne, J. (1994). Democratic communities, equity, and excellence: A Deweyan reframing of educational policy analysis. Educational Evaluation and Policy Analysis, 16(3), 233-248.
176. Kahumoku, W. (2000). The dynamics of cultural politics and language policy in public education: The case of Native Hawaiians. Unpublished doctoral dissertation, University of Hawai'i at Mnoa, Honolulu.
177. Kaplan, A. (1964). The conduct of inquiry: Methodology for behavioral science. San Francisco: Chandler.
178. Kaplan, D., & Elliott, P. (1997). A didactic example of multilevel structural equation modeling applicable to the study of organizations. Structural Equation Modeling, 4(1), 1-23.
179. Katznelson, I. (1976). The crisis of the capitalist city: Urban politics and social control. In W. Hawley & M. Lipsky (Eds.), Theoretical perspectives on urban politics (pp. 214-229). New York: Prentice-Hall.
180. Kaufman, H. (1956). Emerging conflicts in the doctrines of public administration. American Political Science Review, 50(4), 1057-1073.
181. Kearney, C. P. (1967). The 1964 Presidential Task Force on Education and the Elementary and Secondary Education Act of 1965. Unpublished doctoral dissertation, University of Chicago, Chicago, IL.
182. Keith, N. (1996). A critical perspective on teacher participation in urban schools. Educational Administration Quarterly, 32(1), 45-79.
183. Kemmis, D. (1990). Community and the politics of place. Norman, OK: University of Oklahoma Press.
184. Kenway, J. (1992, October). Making hope practical rather than despair convincing: Some thoughts on the value of post-structuralism as a theory of and for feminist change in schools. Paper presented at the Women's Studies Conference, Sydney, Australia.
185. Kenway, J., Willis, S., Blackmore, J., & Rennie, L. (1994). Making hope practical rather than despair convincing: Feminist post-structuralism and change. British Journal of Sociology, 15(2), 187-210.
186. Key, V. C. (1949). Southern politics in state and nation. New York: Knopf.
187. Kramnick, I. (1987). Editor's introduction. In I. Kramnick (Ed.), The federalist papers (pp. 11-82). Harmondsworth, UK: Penguin.
188. Kreft, I., & De Leeuw, J. (1998). Introducing multilevel modeling. Newbury Park, CA: Sage.
189. Ladson-Billings, G. (2000). Racialized discourses and ethnic epistemologies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 257-277). Newbury Park, CA: Sage.
190. Lagemann, E. C. (1997). Contested terrain: A history of education research in the United States, 1890-1990. Educational Researcher, 26(9), 5-17.
191. Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools:Adescriptive analysis. Educational Evaluation andPolicy Analysis, 24(1), 37-62.
192. Lasswell, H. D. (1951). The policy orientation. In D. Lerner & H. Lasswell (Eds.), The policy sciences (pp. 3-15). Palo Alto, CA: Stanford University Press.
193. Lasswell, H. D., & Kaplan, A. (1950). Power and society. New Haven: Yale University Press.
194. Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17(4), 63-84.
195. Lather, P. (1990). Feminist research in education: Within/Against. Geelong, Australia: Deakin University Press.
196. Lather, P. (1991). Getting smart. Feminist research and pedagogy with/in the postmodern. New York: Routledge.
197. Lather, P. (1992). Critical frames in educational research: Feminist and post-structural perspectives. Theory Into Practice, 31(2), 87-99.
198. Lecercle, J. J. (1990). The violence of language. London: Routledge.
199. Lee, C. D. (2003). Why we need to re-think race and ethnicity in educational research. Educational Researcher, 32(5), 3-5.
200. Lee, J. (1997). State activism in education reform: Applying the Rasch Model to measure trends and examine policy coherence. Educational Evaluation and Policy Analysis, 19(1), 29-43.
201. Levin, H. M. (1983). Cost-effectiveness: A primer. Newbury Park, CA: Sage.
202. Levin, H. M. (1984). About time for educational reform. Educational Evaluation and Policy Analysis, 6(2), 151-163.
203. Levin, H. M. (1988). Cost-effectiveness and educational policy. Educational Evaluation and Policy Analysis, 10(1), 51-69.
204. Levin, H. M. (1991). Cost-effectiveness at quarter century. In M. McLaughlin & D. Philips (Eds.), Evaluation and education at quarter century (pp. 189-209). Chicago: University of Chicago Press.
205. Levin, H., Glass, G., & Meister, G. (1987). A cost-effectiveness analysis of computer-assisted instruction. Evaluation Review, 11(1), 50-72.
206. Levinson, B. A. U., & Sutton, M. (2001). Policy as practice: Toward a comparative sociocultural analysis of educational policy. London: Ablex Publishing.
207. Lewellen, T. C. (1992). Political anthropology: An introduction (2nd ed.). London: Bergin & Garvey.
208. Lichbach, M. I. (1997). Social theory and comparative politics. In M. I. Lichbach & A. S. Zucherman (Eds.), Comparative politics: Rationality, culture, and structure (pp. 239-276). New York: Cambridge University Press.
209. Lindblom, C. E. (1968). The policy-making process. Englewood Cliffs, NJ: Prentice-Hall.
210. Lindblom, C. E., & Cohen, D. (1979). Usable knowledge: Social science and social problem solving. New Haven, CN: Yale University Press.
211. Linn, R. L., Baker, E. L., & Betebenner, D.W. (2002). Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001. Educational Researcher, 31(6), 3-16.
212. Linn, R. L., & Haug, C. (2002). Stability of school building scores and gains. Educational Evaluation and Policy Analysis, 24(1), 27-36.
213. Lipsitz, D. (1986). American democracy. New York: St. Martin's Press.
214. Lomawaima, K. (2000). Tribal sovereigns: Reframing research in American Indian education. Harvard Educational Review, 70(1), 1-21.
215. López, G. R. (2003). The (racially neutral) politics of education: A critical race theory perspective. Educational Administration Quarterly, 39(1), 68-94.
216. Louis, K. S., & Miles, M. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
217. Louis, K. S., & Miles, M. (1991). Managing reform: Lessons from urban high schools. School Effectiveness and School Improvement, 2(2), 75-96.
218. Louis, K. S., Toole, J., & Hargreaves, A. (1999). Rethinking school improvement. In J. Murphy & K. S. Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 251-276). San Francisco: Jossey-Bass.
219. Lutz, F. W., & Iannaccone, L. (1978). Public participation in local school districts. Lexington, MA: D. C. Heath.
220. Lutz, F. W., & Merz, C. (1992). The politics of school/community relations. New York: Teachers College Press.
221. Majchrzak, A. (1984). Methods for policy research. Newbury Park, CA: Sage.
222. Malen, B., Croninger, R., Muncey, D., & Redmond-Jones, D. (2002). Reconstituting schools: "Testing" the "Theory of Action." Educational Evaluation and Policy Analysis, 24(2), 113-132.
223. Mann, D. (1975). Policy decision-making in education. New York: Columbia University, Teachers College Press.
224. March, J. G., & Olsen, J. P. (1989). Rediscovering institutions: The organizational basis of politics. New York: Free Press.
225. Marcoulides, G. A., & Heck, R. H. (1990). Educational policy issues for the 1990s: Balancing equity and excellence in implementing the reform agenda. Urban Education, 25(1), 55-67.
226. Marshall, C. (1993). The new politics of race and gender. In C. Marshall (Ed.), The new politics of race and gender (pp. 1-6). London: Falmer.
227. Marshall, C. (1997). Preface. Feminist critical policy analysis (pp. ix-x). Washington, DC: Falmer.
228. Marshall, C., & Anderson, G. (1995). Rethinking the public and private spheres: Feminist and cultural studies perspectives on the politics of education. In J. Scribner & D. Layton (Eds.), The study of educational politics (pp. 201-212). London: Falmer Press.
229. Marshall, C., Fuhrman, S., & O'Day, J. (1994). National curriculum standards: Are they desirable and feasible? In R. Elmore & S. Fuhrman (Eds.), The governance of curriculum: 1994 yearbook of the Association for Supervision and Curriculum Development (pp. 12-30). Alexandria, VA: ASCD.
230. Marshall, C., Mitchell, D., & Wirt, F. (1986). The context of state level policy formulation. Educational Evaluation and Policy Analysis, 8(4), 347-378.
231. Marshall, C., Mitchell, D., & Wirt, F. (1989). Culture and education policy in the American states. New York: Falmer.
232. Martin, J., & Sugarman, J. (1993). Beyond methodolatry: Two conceptions of relations between theory and research in research on teaching. Educational Researcher, 22(8), 17-24.
233. Mawhinney, H. (1993). An advocacy coalition approach to change in Canadian education. In P. Sabatier & H. Jenkins-Smith (Eds.), Policy change and learning (pp. 59-82). Boulder, CO: Westview Press.
234. Maxcy, S. (1995).Responses to commentary: Beyond leadership frameworks. Educational Administration Quarterly, 31(3), 473-483.
235. Mayer, D. (1999). Measuring instructional practice: Can policymakers trust survey data? Educational Evaluation and Policy Analysis, 21(1), 29-45.
236. Mazzoni, T. L. (1993). The changing politics of state education policy making: A 20-year Minnesota perspective. Educational Evaluation and Policy Analysis, 13(4), 357-379.
237. Mazzoni, T. L., & Clugston, R. M., Jr. (1987). Big business as a policy innovator in state school reform: A Minnesota case study. Educational Evaluation and Policy Analysis, 9(4), 312-324.
238. McArdle, J. (1989). A structural modeling experiment with multiple growth functions. In P. Ackerman, R. Kanfer, & R. Cudek (Eds.), Learning and individual differences: Abilities, motivation, and methodology (pp. 71-117). Hillsdale, NJ: Lawrence Erlbaum Associates.
239. McArdle, J. (1998). Modeling longitudinal data by latent growth curve methods. In G. Marcoulides (Ed.), Modern methods for business research (pp. 359-406). Mahwah, NJ: Lawrence Erlbaum Associates.
240. McArdle, J., & Hamagami, F. (1996). Multilevel models froma multiple group structural equation perspective. In G. A. Marcoulides & R. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 89-124). Mahwah, NJ: Lawrence Erlbaum Associates.
241. McDonald, R. P. (1994). The bilevel reticular action model for path analysis with latent variables. Sociological Methods and Research, 22, 299-413.
242. McDonald, R. P., & Goldstein, H. (1989). Balanced versus unbalanced designs for linear structural relations in two-level data. British Journal of Mathematical and Statistical Modeling, 42, 215-232.
243. McDonnell, L. M., & Elmore, R. F. (1987). Getting the job done: Alternative policy instruments. Educational Evaluation and Policy Analysis, 9(2), 133-156.
244. McFarland, A. (1983). Public interest lobbies versus minority faction. In A. Cigler & B. Loomis (Eds.), Interest group politics (pp. 326-335).Washington, DC: CQ Press.
245. McLaughlin, M. (1990). The RAND change agent study revisited: Macro perspectives, microrealities. Educational Researcher, 19(9), 11-16.
246. Meek, V. L. (1988). Organizational culture: Origins and weaknesses. Organization Studies, 9(4), 453-473.
247. Merelman, R. M. (1984). Making something of ourselves: On culture and politics in the United States. Berkeley: University of California Press.
248. Merelman, R. M. (2002, February 6). Dis-integrating American public schools. Education Week, 21(21), 52, 36-37.
249. Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
250. Meyer, J.W., Boli, J., & Thomas, G. (1987). Ontology and rationalization inWestern cultural account. In G. Thomas, J. Meyer, F. Ramirez, & J. Boli (Eds.), Institutional structure: Constituting state, society, and the individual (pp. 12-37). Newbury Park, CA: Sage.
251. Meyers, M. (1973). Sources of the political thought of James Madison. London: Brandeis University Press.
252. Miles, K. H., & Darling-Hammond, L. (1998). Rethinking the allocation of teaching resources: Some lessons from high-performing schools. Educational Evaluation and Policy Analysis, 20(1), 9-29.
253. Miles, M. B., & Huberman, A. M. (1984). Analyzing qualitative data: A source book for new methods. Newbury Park, CA: Sage.
254. Milliken v. Bradley, 418 U.S. 717, 94 S.Ct. 3112 (1974).
255. Miron, G., & Nelson, C. (2002, May 15). What's public about charter schools? Education Week, 21(36), 38-39.
256. Mitchell, D. (1984). Educational policy analysis: The state of the art. Educational Administration Quarterly, 20(3), 129-160.
257. Moe, T. (1990). Political institutions: The neglected side of the story. Journal of Law, Economics, and Organization, 6, 213-253.
258. Mok, M. (1995). Sample size requirements for 2-level designs in educational research. Multilevel Modeling Newsletter, 7(2), 11-15.
259. Monk, D. H., & Hussain, S. (2000). Structural influences on the internal allocation of school district resources: Evidence fromNew York State. Educational Evaluation and Policy Analysis, 22(1), 1-26.
260. Monk, D. H., & Plecki, M. L. (1999). Generating and managing resources for school improvement. In J. Murphy & K. S. Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 491-510). San Francisco: Jossey-Bass.
261. Montesquieu. (1748). The spirit of laws. D.W. Carrithers (Ed.). Berkeley, CA: University of California Press, 1977.
262. Moore, K. M., & Sagaria, M. D. (1993). The situation of women in research universities in the United States: Within the circles of power. In J. S. Glazer, E. M. Bensimon, & B. K. Townsend (Eds.), Women in higher education: A feminist perspective (pp. 227-249). Needham, MA: Ginn Press.
263. Morgan, G. (1986). Images of organization. Beverly Hills, CA: Sage Publications.
264. Mort, P., & Cornell, F. (1941). American schools in transition: How our schools adapt their practices to changing needs. New York: Teachers College Press.
265. Mosteller, F., & Boruch, R. (Eds.). (2002). Evidence matters: Randomized trials in education research. Washington, DC: Brookings.
266. Murphy, J. T. (1971). Title I of ESEA: The politics of implementing federal education reform. Harvard Educational Review, 41, 35-63.
267. Muthén, B. O. (1989). Latent variable modeling in heterogeneous populations. Psychometrika, 54, 557-585.
268. Muthén, B. O. (1990). Mean and covariance structure analysis of hierarchical data. Los Angeles: UCLA Statistical Series #62.
269. Muthén, B. O. (1991). Multilevel factor analysis of class and student achievement components. Journal of Educational Measurement, 28, 338-354.
270. Muthén, B. O. (1994). Multilevel covariance structure analysis. Sociological Methods and Research, 22(3), 376-398.
271. Muthén, B. (2002). Beyond SEM: General latent variable modeling. Behaviormetrika, 29, 81-117.
272. Muthén, B. O., & Asparouhov, T. (2003). Advances in latent variable modeling, Part I: Integrating multilevel and structural equation modeling using Mplus. Unpublished manuscript.
273. Muthén, B. O., & Satorra, A. (1995). Complex sample data in structural equation modeling. In P. Marsden (Ed.), Sociological methodology (pp. 267-316). Washington, DC: American Sociological Association.
274. Muthén, B. O., & Satorra, A. (1989). Multilevel aspects of varying parameters in structural models. In R. D. Bock (Ed.), Multilevel analysis of educational data (pp. 87-99). San Diego, CA: Academic Press.
275. Muthén, L., & Muthén, B.O. (1998-2001). Mplus user's guide. Los Angeles: Author.
276. Muthén, L., & Muthén, B. O. (2001 March 28-31). Growth modeling with latent variables using Mplus. Paper presented at the Mplus Short Courses meeting, Boston,.
277. Nagel, S. (1980). The policy studies perspective. Public Administration Review, 40, 391-396.
278. Nagel, S. S. (1984). Contemporary public policy analysis. University, AL: University of Alabama Press.
279. National Academy of Sciences. (1996). Research and education reform: Roles for the Office of Educational Research and Improvement. Washington, DC: National Academy Press.
280. National Center for Educational Statistics. (1993). 120 years of American education: A statistical portrait. Washington, DC: Government Printing Office.
281. National Center for Educational Statistics, (2003). Overview of public elementary and secondary schools and districts: School Year 2001-02. NCES-2003-411. Washington, DC: US Department of Education.
282. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: US Department of Education Government Printing Office.
283. National Research Council. (2002). Accumulation of scientific knowledge. In R. J. Shavelson, & L. Towne (Eds.), Scientific research in education. National Research Council, Committee on Scientific Principles for Educational Research (pp. 28-49). Washington, DC: National Academy Press.
284. Nelson,R. H. (1991). Economists as policy analysts: Historical overview. InC. E. Van Horn (Ed.), The state of the states (2nd ed., pp. 15-32).Washington, DC: Congressional Quarterly Press.
285. Nye, B., Hedges, L. V., & Konstantopoulos, S. (2002). Do low-achieving students benefit more from small classes? Evidence from the Tennessee class size experiment. Educational Evaluation and Policy Analysis, 24(3), 201-217.
286. Odden, A. R., & Clune, W. H. (1998). School finance systems: Aging structures in need of renovation. Educational Evaluation and Policy Analysis, 20(3), 157-178.
287. Odden, A. R., & Picus, L. O. (1992). School finance: A policy perspective. New York: McGraw-Hill.
288. Ogawa, R.T. (1992). Institutional theory and examining leadership in schools. International Journal of Educational Management, 6(3), 14-21.
289. Ogawa, R.T., & Bossert, S.T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31(2), 224-243.
290. Ogawa, R. T., Sandholtz, J. H., Martinez-Flores, M., & Scribner, S. P. (2003). The substantive and symbolic consequences of a district's standards-based curriculum. American Educational Research Journal, 40(1), 147-176.
291. Oleszek, W. J. (1996). Congressional procedures and the policy process (4th ed.). Washington, DC: Congressional Quarterly Press.
292. Ostrom, E. (1999). Institutional rational choice: An assessment of the institutional analysis and development framework. In P. A. Sabatier (Ed.), Theories of the policy process (pp. 35-71). Boulder, CO: Westview Press.
293. Ouston, J. (1999). School effectiveness and school improvement: Critique of a movement. In T. Bush, L. Bell, R. Bolam, R. Glatter, & P. Ribbins (Eds.), Educational management: Redefining theory, policy, and practice (pp. 166-177). London: Paul Chapman.
294. Park, S. M. (1996). Research, teaching, and service: Why shouldn't women's work count? Journal of Higher Education, 67(1), 46-84.
295. Parker, L., & Lynn, M. (2002). What's race got to do with it? Critical Race Theory's conflicts with and connections to qualitative research methodology and epistemology. Qualitative Inquiry, 8(1), 7-22.
296. Patterson, S. (1968). The political cultures of the American states. Journal of Politics, 30, 187-209.
297. Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
298. Pearce, R. H. (1965). The savages of America: A study of the Indian and the idea of civilization. Baltimore, MD: Johns Hopkins Press.
299. Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach. Mahwah, NJ: Lawrence Erlbaum Associates.
300. Pellegrino, J. W., & Goldman, S. R. (2002). Be careful what you wish for-you may get it: Educational research in the spotlight. Educational Researcher, 31(8), 15-17.
301. Peterson, P. E. (1985). The politics of school reform, 1870-1940. Chicago: University of Chicago Press.
302. Peterson, P. E., & Wong, K. K. (1985). Toward a differentiated theory of federalism: Education and housing policy in the 1980s. Research in Urban Policy, 1, 301-324.
303. Pierce, P. R. (1934). The origin and development of the public school principalship. Chicago: University of Chicago Press.
304. Pierce v. Society of Sisters, 268 U.S. 510, 45 S.Ct. 571 (1925).
305. Plank, D. N., Scotch, R. K., Gamble, J. E. (1996). Rethinking progressive school reform: Organizational dynamics and educational change. American Journal of Education, 104, 79-102.
306. Plessy v. Ferguson, 163 U.S. 537, 16 S.Ct. 1138 (1896).
307. Pomplun, M., & Omar, M. H. (2003). Do minority representative reading passages provide factorially invariant scores for all students? Structural Equation Modeling, 10(2), 276-288.
308. Popkewitz, T. (1981). Qualitative research: Some thoughts about the relation of methodology and social history. In T. Popkewitz, & B.Tabachnick (Eds.), The study of schooling: Field-based methodologies in educational research and evaluation (pp. 155-178). New York: Praeger.
309. Popper, K. R. (1959). The logic of scientific discovery. New York: Basic Books.
310. Pressman, J., & Wildavsky, A. (1984). Implementation (3rd ed.). Berkeley, CA: University of California Press.
311. Pulliam, J. (1987). History of education in America (4th ed.). Columbus, OH: Merrill.
312. Rains, F. W., Archibald, J., & Deyhle, D. (Eds.). (2000). Through our own eyes and our own words-The voices of indigenous scholars. International Journal of Qualitative Studies in Education, 13(4), 377-428.
313. Raudenbush, S. W., Bryk, A., Cheong, Y. K., & Congdon, R. (2000). HLM5: Hierachical linear and nonlinear modeling. Chicago: Scientific Software.
314. Raudenbush, S.W., Fotiu, R. P., & Cheong, Y. F. (1998). Inequality of access to educational resources: A national report card for eighth-grade math. Educational Evaluation and Policy Analysis, 20(4), 253-267.
315. Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press.
316. Raykov, T., & Marcoulides, G. A. (2000). A first course in structural equation modeling. Mahwah, NJ: Lawrence Erlbaum Associates.
317. Reagan, M. D., & Sanzone, J. G. (1981). The new federalism. (2nd ed.). New York: Oxford University Press.
318. Redford, E. S. (1969). Democracy in the administrative state. New York: Oxford University Press. Reynolds, D., & Teddlie, C., with Creemers, B., Scheerens, J., & Townsend, T. (2000). An introduction to school effectiveness research. In C. Teddlie & D. Reynolds (Eds.), The international handbook of school effectiveness research (pp. 3-25). New York: Falmer Press.
319. Rice, J. K. (1994). Meeting the educational needs of at-risk students: A cost analysis of three models. Educational Evaluation and Policy Analysis, 16(1), 1-19.
320. Rice, J. K. (1997). Cost analysis in education: Paradox and possibility. Educational Evaluation and Policy Analysis, 19(4), 309-317.
321. Rich, A. (1993). Toward a woman-centered university. In J. S. Glazer, E. M. Bensimon, & B. K. Townsend (Eds.), Women in higher education: A feminist perspective (pp. 121-134). Needham, MA: Ginn Press.
322. Richards, L., & Richards, T. (1994). Fromfiling cabinet to computer. In A. Bryman & R. G. Burgess, (Eds.), Analyzing qualitative data (pp. 146-172). London: Routledge.
323. Ripley, R. B. (1988). Congress: Process and policy (4th ed.). New York: W. W. Norton.
324. Rist, R. (1977). On the relations among educational research paradigms: From disdain to détente. Anthropology & Education Quarterly, 8(2), 42-49.
325. Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & R. G. Burgess (Eds.), Analyzing qualitative data (pp. 173-194). New York: Routledge.
326. Robinson, V. M. J. (1996). Critical theory and the social psychology of change. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 1069-1096). Boston: Kluwer Academic Publishers.
327. Rollow, S., & Bryk, A. (1993). Democratic politics and school improvement: The potential of Chicago school reform. In C. Marshall (Ed.), The new politics of race and gender (pp. 97-106). London: The Falmer Press.
328. Rousseau, J. (1758). A discourse on political economy. G. D. H. Cole (Ed.). London: J. M. Dent and Sons, 1973.
329. Rubin, I. S. (1990). The politics of public budgeting. Chatham, NJ: Chatham House.
330. Rudolph, F. (1990). The American college and university: A history. Athens, GA: University of Georgia Press.
331. Sabatier, P. A. (1993). Policy change over a decade or more. In P. Sabatier, & H. Jenkins-Smith (Eds.), Policy change and learning: An Advocacy coalition approach (pp. 13-39). Boulder, CO: Westview Press.
332. Sabatier, P. A. (1999). Theories of the policy process. Boulder, CO: Westview Press.
333. Sabatier, P. A., & Jenkins-Smith, H. C. (1993). Policy change and learning: An advocacy coalition approach. Boulder, Colorado: Westview Press, 13-39.
334. Sabatier, P. A., & Jenkins-Smith, H. C. (1999). The advocacy coalition framework: An assessment. In P. A. Sabatier (Ed.), Theories of the policy process (pp. 117-166). Boulder, CO: Westview Press.
335. Sachen, D. M., & Medina, M., Jr. (1990). Investigating the context of state-level policy formation: A case study of Arizona's bilingual education legislation. Education Evaluation and Policy Analysis, 12(4), 378-399.
336. Sackney, L., & Mitchell, C. (2002). Postmodern expressions of educational leadership. In K. Leithwood, & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 881-913). Boston: Kluwer Academic Publishers.
337. Sarason, S. B. (1971). The culture of the school and the problem of change. Boston, MA: Allyn & Bacon.
338. Sarason, S. B. (1990). The predictable failure of educational reform. San Francisco, CA: Jossey-Bass.
339. Savitch, H., & Thomas, C. (1991). Big city politics in transition. Newbury Park, CA: Sage.
340. Schattschneider, E. E. (1957). Intensity, visibility, direction and scope. The American Political Science Review, 51(4), 933-942.
341. Schattschneider, E. E. (1960). The semisovereign people. New York: Holt, Reinholt, & Winston.
342. Schlager, E. (1999). A comparison of frameworks, theories, and models of policy processes. In P. A. Sabatier (Ed.), Theories of the policy process (pp. 233-260). Boulder, CO: Westview Press.
343. Schon, D. A., & Rein, M. (1994). Frame reflection. New York: Basic Books.
344. Schultze, C. L. (1977). The public use of private interest. Washington, DC: The Brookings Institution.
345. Schumacher, E. F. (1975). Small is beautiful: Economics as if people mattered. New York: Perennial Library, Harper & Row.
346. Scott, W. R. (1995). Institutions and organizations. Thousand Oaks, CA: Sage.
347. Scribner, J. D., Aleman, E., & Maxcy, B. (2003). Emergence of the politics of education field: Making sense of a messy center. Educational Administration Quarterly, 39(1), 10-40.
348. Scribner, J. D., & Englert, R. M. (1977). The politics of education: An introduction. In J. D. Scribner (Ed.), The politics of education: The 76th yearbook of the National Society for the Study of Education, Part II (pp. 1-29). Chicago: University of Chicago Press.
349. Shakeshaft, C., & Hanson, M. (1986). Androcentric bias in the Educational Administration Quarterly. Educational Administration Quarterly, 22(1), 68-92.
350. Shapiro, J. Z., & McPherson, R. B. (1987). State board desegregation policy: An application of the problem-finding model of policy analysis. Educational Administration Quarterly, 23(2), 60-77.
351. Shaw, K. E. (1978). Understanding the curriculum: The approach through case studies. Journal of Curriculum Studies, 10(1), 1-17.
352. Shipman, G. A. (1969). Role of the administrator-policy making as part of the administrative process. In F. J. Lyden, G. A. Shipman, & M. Kroll (Eds.), Policies, decisions, and organization (pp. 118-129). New York: Appleton-Century-Crofts.
353. Simon, H. A. (1945). Administrative behavior. New York: Free Press.
354. Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15-21.
355. Sleeter, C. (2000). Epistemological diversity in research on preservice teacher education for historically underserved children. Review of Research in Education, 25, 209-250.
356. Smart, J. C. (2002, November). Attributes of exemplary research manuscripts employing quantitative analyses. Paper presented at the annual Meeting of the Association of the Study of Higher Education, Sacramento, CA.
357. Smith, A. (1776). An inquiry into the nature and causes of the wealth of nations. Reprinted in 1981. Indianapolis: Liberty Classics.
358. Smith, J. K. (1983). Quantitative versus qualitative research: An attempt to clarify the issue. Educational Researcher, 12(3), 6-13.
359. Smith, J. K., & Heshusius, L. (1986). Closing down the conversation: The end of the quantitative-qualitative debate among educational researchers. Educational Researcher, 15(1), 4-12.
360. Southwest Educational Research Laboratory. (2002). CSRD database of schools. Retrieved from http://www.sedl.org/csrd/awards.html
361. Spring, J. (1986). The American school 1642-1985. New York: Longman.
362. St Pierre, E. A. (2002). "Science" rejects postmodernism. Educational Researcher, 31(8), 25-27.
363. Stanfield, J. (1994). Ethnic modeling in qualitative research. In N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 175-188). Newbury Park, CA: Sage.
364. Stewart, J. (1991, June). Policy models and equal educational opportunity. Political Science and Politics, 24, 167-173.
365. Stout, R., Tallerico, M., & Scribner, K. P. (1995). Values: The "what" of the politics of education. In J. D. Scribner, & D.H. Layton (Eds.), The study of educational politics: The 1994 commemorative yearbook of the Politics of Education Association, 1969-1994 (pp. 5-20). Washington, DC: Falmer.
366. Supovitz, J. A., & Brennan, R. T. (1997). Mirror, mirror on the wall, which is the fairest test of all? An examination of the equitability of portfolio assessment relative to standardized tests. Harvard Educational Review, 67(3), 472-506.
367. Sullivan, W. M. (1982). Reconstructing public philosophy. Berkeley, CA: University of California Press.
368. Swanson, C. B., & Stevenson, D. E. (2002). Standards-based reform in practice: Evidence on state policy and classroom instruction from the NAEP state assessments. Educational Evaluation and Policy Analysis, 24(1), 1-27.
369. Swartz, M. J., Turner, V., & Tuden, A. (1966). Political anthropology. Chicago: Aldine.
370. Takahashi, R. (2002). The effects of policy on intercollegiate football programs: The intended and unintended effects of Proposition 48. Unpublished doctoral dissertation, University of Hawai'i at Mnoa, Honolulu.
371. Tamura, E. (1994). Americanization, acculturation, and ethnic identity: The Nisei generation in Hawai'i. Chicago: University of Illinois Press.
372. Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. London: Falmer.
373. Teddlie, C., Reynolds, D., & Sammons, P. (2000). The methodology and scientific properties of school effectiveness research. In C. Teddlie & D. Reynolds (Eds.), The international handbook of school effectiveness research (pp. 55-133). London: Falmer Press.
374. Teddlie, C., Stringfield, S., & Reynolds, D. (2000). Contextual issues within school effectiveness research. In C.Teddlie, & D.Reynolds (Eds.), The international handbook of school effectiveness research (pp. 160-185). London: Falmer Press.
375. Thurston, L. M., & Roe, W. H. (1957). State school administration. New York: Harper & Row.
376. Tierney, W., & Bensimon, E. M. (1996). Promotion and tenure community and socialization in academe. New York: SUNY Press.
377. Tillman, L. C. (2002). Culturally sensitive research approaches: An African-American perspective. Educational Researcher, 31(9), 3-12.
378. Tolbert, P. S., & Zucker, L. G. (1996). The institutionalization of institutional theory. In S. R. Clegg, C. Hardy, & W. R. Nord (Eds.), Handbook of organizational studies (pp. 175-190). London: Sage.
379. Tong, R. (1989). Feminist thought: A comprehensive introduction. Boulder, CO: Westview.
380. Townsend, B. K. (1993). Feminist scholarship in core higher education journals. The Review of Higher Education, 17(1), 21-41.
381. Tribe, L. H. (1972). Policy science: Analysis or ideology? Philosophy & Public Affairs, 2(1), 55-110.
382. True, J. L., Jones, B. D., & Baumgartner, F. R. (1999). Punctuated-equilibrium theory: Explaining stability and change in American policymaking. In P. A. Sabitier (Ed.) Theories of the policy process (pp. 97-115). Boulder, CO: Westview Press.
383. Turner, F. J. (1894). The frontier in American history. Washington, DC: Government Printing Office.
384. Tyack, D. B. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
385. Tyack, D. B. (1976). Ways of seeing: An essay on the history of compulsory schooling. Harvard Education Review, 46(3), 355-389.
386. Tyack, D. B. (1991). Public school reform: Policy talk and institutional practice. American Journal of Education, 99(1), 1-19.
387. Tyack, D. B. (2002). Introduction. In S. Mondale & S. B. Patton (Eds.), School: The story of American public education (pp. 1-8). Boston: Beacon Press.
388. Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
389. Tyack, D. B., & Hansot, E. (1981). Conflict and consensus in American public education. Daedalus, 110(3), 1-26.
390. Tyack, D. B., & Hansot, E. (1990). Learning together: A history of coeducation in American schools. New Haven: CT: Yale University Press.
391. U.S. Congress (1990). Individuals with Disabilities Education Act. Pub. L. No. 105-476.
392. U.S. Congress (2001). No Child Left Behind Act of 2001. Pub. L. No. 107-110.
393. U.S. Department of Education. (1999). Guidance on the comprehensive school reform program. Washington, DC: Author.
394. U.S. Department of Education. (2002). Strategic plan, 2002-2007. Washington, DC: Author.
395. Van Geel, T. (1987). The courts and American education law. Buffalo, NY: Prometheus Books.
396. Van Geel, T. (1988). The law and the courts. In N. Boyan (Ed.), Handbook of research on educational administration (pp. 623-653). New York: Longman.
397. Van Horn, C, Baumer, D., & Gormley, W. (1992). Politics and public policy (2nd ed.). Washington, DC: Congressional Quarterly Inc.
398. Viadero, D. (2001). The dropout dilemma. Education Week, 20(21) 26-29.
399. Wagner, J. (1993). Ignorance in educational research: Or, how can you not know that? Educational Researcher, 22(5), 15-23.
400. Walsh, K. (2001). Teacher certification reconsidered: Stumbling for quality. Baltimore, MD: Abell Foundation. Available: http://www.abellfoundation.org.
401. Ward, J.G. (1993). Demographic politics and American schools: Struggles for power and justice. In C. Marshall (Ed.), The new politics of race and gender (pp. 7-18). Washington, DC: Falmer Press.
402. Warfield, M. E. (1994). A cost-effectiveness analysis of early intervention services in Massachusetts: Implications for policy. Educational Evaluation and Policy Analysis, 16(1), 87-99.
403. Warwick, D. P., & Pettigrew, T. F. (1983). Towards ethical guidelines for policy research. Hastings Center Report, 13, 9-16.
404. Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19.
405. Weick, K. (1984). Small wins: Redefining the scale of social issues. American Psychologist, 39, 40-50.
406. Weiss, C. (1982). Policy research in the context of diffuse decision making. Journal of Higher Education, 53(6), 619-639.
407. Weiss, C. (1991). Knowledge creep and decision accretion. In D. Anderson & B. Biddle (Eds.), Knowledge for policy: Improving education through research (pp. 183-192). London: Falmer Press.
408. Weiss, J., & Gruber, J. (1987). The managed irrelevance of federal education statistics. In W. Alonso & P. Starr (Eds.), The politics of numbers (pp. 363-391). New York: Russell Sage Foundation.
409. Welch, S., & Peters, J. (1980). State political culture and the attitude of state senators toward social, economic welfare, and corruption issues. Publius: The Journal of Federalism, 10(2), 59-68.
410. White, L. (1959). The evolution of culture. NY: McGraw-Hill.
411. White, M. (1983). Policy analysis and management science. In S. Nagel (Ed.), Encyclopedia of policy studies (pp. 3-15). New York: Marcel Dekker.
412. Wildavsky, A. (1987). Frames of reference come from cultures: A predictive theory. Working Paper Series, Survey Research Center, University of California, Berkeley.
413. Willet, J., & Sayer, A. (1996). Cross-domain analysis of change over time: Combining growth modeling and covariance structure analysis. In G. Marcoulides & R. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 125-158). Mahwah, NJ: Lawrence Erlbaum Associates.
414. Willingham, W.W., Rogosta, M., Bennett, R. E., Braun, H., Rock, D. A., & Powers, D. E. (1988). Testing handicapped people. Boston: Allyn & Bacon.
415. Willms, D. (1992). Monitoring school performance: A guide for educators. London: Falmer Press.
416. Willower, D. J., & Forsyth, P. B. (1999). A brief history of scholarship in educational administration. In J. Murphy & K. Seashore Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 1-23). San Francisco: Jossey-Bass.
417. Wilson, S., Floden, R., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Seattle, WA: Center for the Study of Teaching and Policy.
418. Windshuttle, K. (1996). The killing of history. San Francisco: Encounter Books.
419. Wirt, F. (1980). Does control follow the dollar? School policy, state-local linkages and political culture. Publius: The Journal of Federalism, 10(2), 69-88.
420. Wirt, F., & Harman, G. (1986). Educational recession and the world village. Lewes: Falmer Press.
421. Wirt, F. M., & Kirst, M. (1982). Schools in conflict. Berkeley, CA: McCutchan Publishing.
422. Wirt, F. M., & Kirst, M. (1989). Schools in conflict (2nd ed.). Berkeley, CA: McCutchan Publishing.
423. Witte, J. F. (1998). The Milwaukee voucher experiment. Educational Evaluation and Policy Analysis, 20(4), 229-251.
424. Wolcott, H. (1994). Transforming qualitative data: Description, analysis, and interpretation. Newbury Park, CA: Sage.
425. Wong, K., & Rollow, S. (1990). A case study of the recent Chicago school reform. Administrator's Notebook, 34(5-6), 1-6.
426. Yin, R. K. (1989). Case study research: Design and methods (Rev. ed.). Newbury Park, CA: Sage.