A01=Max Angus
Administrative Instructions
Agnostic
Author_Max Angus
Category=JN
Category=JNK
Category=JNL
Charter Schools
classroom governance structures
Concerted Efforts
education
Education Departments
Education Statutes
Education System
educational change barriers
educational policy analysis
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Follow
Hold
Industrial Negotiations
informal
informal rule impact on teaching
Informal Rules
Instructional Guidance
Michigan State University
national
National Schools Project
official
Official Rules
pilot
Pilot Schools
project
public
Public Sector Management Acts
regulatory frameworks education
School Based Management
School Reform
schools
social
Social Rule Systems
systems
teacher autonomy constraints
Title III
union influence schools
Vice Versa
Violate
Wo
Work Organization Rules
Product details
- ISBN 9780750706384
- Weight: 272g
- Dimensions: 156 x 234mm
- Publication Date: 30 Oct 1997
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Why do new legislative acts and regulations designed to improve schools have little impact on teaching? Why have so many attempts at school reform been so notably unsuccessful?; While seeking to answer these questions, Angus examined the complex issue of rules and regulations. He found a shell of rules around teaching that is guarded by unions and departmental officials. This shell is made up not only of official rules but also informal rules, some of which, even though unspoken, are highly influential. Collectively, these rules provide stability but also confine the extent of any change.; In "The Rules of School Reform" the author draws two separate but related conclusions that have serious implications for school improvement. Firstly, as long as the basic regulatory structures are left in place there is unlikely to be any enduring change to teaching. Secondly, should officials remove these structures, they will lose control of the system they are employed to manage. There is no escape from this dilemma. The author asks how can school reform succeed, unless we examine how established rule systems shape classroom life?
