By melding policy analysis and up-close observation, the authorsilluminate the really hard issues in improving instruction. Thisbook will shape educational research and reform for many years tocome.

?David Tyack, Vida Jacks Professor of Education and History,Stanford University

About the Author
RICHARD F. ELMORE is professor of education and chairman of programs in administration, planning, and social policy at the Graduate School of Education, Harvard University. PENELOPE L. PETERSON is University Distinguished Professor of Education at Michigan State University and president-elect of the American Educational Research Association. SARAH J. MCCARTHEY is an assistant professor in the department of curriculum and instruction at the University of Texas at Austin.

Reviews
"A lucid, vivid, and persuasive account of the slipperyrelationship between school organization and classroom teaching. Bymelding policy analysis and up-close observation, the authorsilluminate the really hard issues in improving instruction. Thisbook will shape educational research and reform for many years tocome." (David Tyack, Vida Jacks Professor of Education and History,Stanford University)

"A compelling demonstration that innovative organizationalstructures are often appropriated to enact teachers' priorconceptions of teaching. This confirms what our studies have found:that changes in school structure or even in teaching practice offerno guarantees for enhancing the intellectual quality of studentlearning." (Fred M. Newman, director, Center on Organization andRestructuring of Schools, and professor of curriculum andinstruction, University of Wisconsin, Madison)



Book Information
ISBN 9780787902391
Author Richard F. Elmore
Format Hardback
Page Count 288
Imprint Jossey-Bass Inc.,U.S.
Publisher John Wiley & Sons Inc
Weight(grams) 531g
Dimensions(mm) 234mm * 159mm * 22mm