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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 — 2009This 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. To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 108. No. 1. |
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- 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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