|
|
New Directions in Education Policy Implementation: Confronting Complexityreviewed by Martin West - July 31, 2007 Title: New Directions in Education Policy Implementation: Confronting Complexity Author(s): Meredith I. Honig Publisher: State University of New York Press, Albany ISBN: 0791468194 , Pages: 289, Year: 2006 Search for book at Amazon.com A theory should be made as simple as possible, but not simpler. Often attributed to Albert Einstein (Calaprice 2000, p. 314), this quip would serve as a suitable epigraph for this volume tracing the frontiers of policy implementation research in education. Rather than shy away from the complexities of the American education system, says editor Meredith Honig, scholars should confront them head on. There are no simple answers to the question of what works.
This advice runs counter to prevailing currents shaping contemporary education research. With accountability systems and changes in the economy increasing the pressures on public school systems to improve student outcomes, demand has grown for unambiguous, actionable information about the effectiveness of alternative policies, programs, and reform strategies. The What Works Clearinghouse, launched with fanfare in 2002 by the federal governments Institute for Education Sciences, is intended to disseminate exactly this type of information to educators, policymakers, and... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
|
|
|
- Martin West
Brown University E-mail Author MARTIN WEST is an assistant professor of Education, Political Science, and Public Policy at Brown University. He also serves as an executive editor of Education Next, a journal of opinion and research on education policy, and is a research associate of the Program on Education Policy and Governance at Harvard University. Marty is a co-editor of School Money Trials: The Legal Pursuit of Educational Adequacy and No Child Left Behind? The Politics and Practice of School Accountability, both published by Brookings Institution Press. His current projects include an investigation of the effects of class-size on non-cognitive skills and a comparative study of the effects of school accountability, autonomy, and choice on student performance internationally.
|
|
|
|
|