Access the full text.
Sign up today, get DeepDyve free for 14 days.
Jack Foster (1991)
The Role of Accountability in Kentucky's Education Reform Act of 1990.Educational Leadership, 48
Monette McIver, S. Wolf (1999)
The Power of the Conference Is the Power of Suggestion.Language arts, 77
S. Sarason (1993)
The case for change : rethinking the preparation of educators
C. Kelley (1998)
The Kentucky School-Based Performance Award Program: School-Level EffectsEducational Policy, 12
C. Kelley, Jean Protsik (1997)
Risk and Reward: Perspectives on the Implementation of Kentucky's School-Based Performance Award ProgramEducational Administration Quarterly, 33
M. Knapp, Jerry Bamburg, M. Ferguson, P. Hill (1998)
Converging Reforms and the Working Lives of Frontline Professionals in SchoolsEducational Policy, 12
L. Mcdonnell (1994)
Assessment Policy as Persuasion and RegulationAmerican Journal of Education, 102
P. Peterson, Sarah McCartney, R. Elmore (1996)
Learning From School RestructuringAmerican Educational Research Journal, 33
Donald Graves (1994)
A fresh look at writing
Robert Evans (1993)
The Human Face of Reform.Educational Leadership, 51
Cynthia Rylant, B. Moser (1991)
Appalachia: The Voices of Sleeping Birds
K. Jones, B. Whitford (1997)
Kentucky's Conflicting Reform Principles: High-Stakes School Accountability and Student Performance Assessment.Phi Delta Kappan, 79
B. Stecher, Sheila Barron, Tessa Kaganoff, Joy Goodwin (1998)
The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing
James Simpson (1991)
Journal of the Reform Year.Executive educator, 13
A. Hargreaves (1995)
Renewal in the Age of Paradox.Educational Leadership, 52
James Spillane (1999)
External reform initiatives and teachers' efforts to reconstruct their practice: The mediating role of teachers' zones of enactmentJournal of Curriculum Studies, 31
Ann Lieberman, L. Miller (1990)
Restructuring Schools: What Matters and What Works.Phi Delta Kappan, 71
S. Wolf, Monette McIver (1999)
When Process Becomes Policy: The Paradox of Kentucky State Reform for Exemplary Teachers of Writing.Phi Delta Kappan, 80
Rebekah Elliott, H. Borko (1999)
Hands-On Pedagogy Versus Hands-Off Accountability: Tensions Between Competing Commitments for Exemplary Math Teachers in Kentucky.Phi Delta Kappan, 80
H. Borko, Rebekah Elliott, Kayoko Uchiyama (1999)
Professional Development: A Key to Kentucky's Reform Effort.
S. Heath, M. Mclaughlin (1993)
Identity and Inner-City Youth: Beyond Ethnicity and Gender
S. Wolf, Kathryn Davinroy (1998)
“The Clay that Makes the Pot”—Written Communication, 15
J. Adams, W. White (1997)
The Equity Consequence of School Finance Reform in KentuckyEducational Evaluation and Policy Analysis, 19
Thomas Hatch (1998)
The Differences in Theory That Matter in the Practice of School ImprovementAmerican Educational Research Journal, 35
D. Brunner (1994)
Inquiry and Reflection: Framing Narrative Practice in Education
James Spillane, C. Thompson (1997)
Reconstructing Conceptions of Local Capacity: The Local Education Agency’s Capacity for Ambitious Instructional ReformEducational Evaluation and Policy Analysis, 19
A. Hargreaves (1997)
Cultures of Teaching and Educational Change
Mike Schmoker (1996)
Results: the Key to Continuous School ImprovementNASSP Bulletin, 84
B. Biddle, T. Good, I. Goodson (1997)
International handbook of teachers and teaching
James Coleman (1988)
Social Capital in the Creation of Human CapitalAmerican Journal of Sociology, 94
L. Grizzard (1984)
Elvis Is Dead and I Don't Feel So Good Myself
K. Louis, H. Marks, S. Kruse (1996)
Teachers’ Professional Community in Restructuring SchoolsAmerican Educational Research Journal, 33
This research presents case studies of four exemplary schools as they worked to meet the demands of the Kentucky Education Reform Act (KERA) as well as the system designed to assess results—the Kentucky Instructional Results Information System (KIRIS). We argue that the teachers' responses to large-scale reform efforts exist in a larger web of connection and are dependent on their collaborative and consistently positive stance toward learning as well as their principal's leadership. Thus, human capital, the knowledge and willingness to learn on the part of individuals, is inextricably linked to social capital, the relationships of trust and willingness to risk among school personnel. The way in which the four schools successfully met the challenge of KERA and KIRIS was unique to each site. Still, there were critical commonalties among the teachers: their regard. for history and heritage; the efficacy of their cooperative leadership; their careful reflection on the reform itself which ultimately allowed them to teach well beyond the KIRIS test (particularly in writing); and, most important, their dedication to students.
American Educational Research Journal – SAGE
Published: Jun 23, 2016
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.