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The Pushes and Pulls of New Localism: School-Level Instructional Arrangements, Instructional Resources, and Family-Community Partnerships


by Lora Cohen-Vogel & Stacey A. Rutledge 2009

This chapter shows how a state and national focus around standards and accountability has led to a new kind of localism, wherein school improvement efforts have been refocused around traditional instructional arrangements, instructional resources have been redirected, and family and community partnerships have been redefined.


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This article originally appeared as NSSE Yearbook Vol 108. No. 1.


Cite This Article as: Teachers College Record Volume 111 Number 13, 2009, p. 70-103
http://www.tcrecord.org ID Number: 18455, Date Accessed: 12/13/2017 2:02:23 PM

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About the Author
  • Lora Cohen-Vogel
    Florida State University
    E-mail Author
    LORA COHEN-VOGEL is an associate professor in the College of Education at Florida State University. Her research interests include the political antecedents of education policy and the governance structures that facilitate or impede policy adoption, implementation, and effectiveness. Her recent work has appeared in the American Educational Research Journal, Educational Administration Quarterly, and the American Journal of Education.
  • Stacey Rutledge
    Florida State University
    STACEY RUTLEDGE is an assistant professor in the Department of Educational Leadership and Policy Studies at Florida State University. Her research explores how policies aimed at improving teaching and learning shape the work of district and school administrators and teachers. Her work has looked specifically at the implementation of test-based accountability and teacher quality policies and has appeared in the American Journal of Education, Leadership and Policy in Schools and Teachers College Record.
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