Handbook of Education Policy Research

THE EDITORS

ACKNOWLEDGEMENTS

THE CONTRIBUTORS

THE REVIEWERS

THE AERA BOOKS EDITORIAL BOARD

LIST OF FIGURES

LIST OF TABLES

Introduction, Gary Sykes, Barbara Schneider, and Timothy G. Ford

PART 1: SOCIAL SCIENCE DISCIPLINES AND EDUCATION POLICY RESEARCH, Section Editors: Barbara Schneider and David Plank

1. Historians and Education Policy Research in the United States, Maris A. Vinovskis

2. Policy Research in Education: The Economic View, Martin Carnoy

3. The Economic Value of Education and Cognitive Skills, Eric Hanushek

4. Political Science Perspective on Education Policy Analysis, Lorraine M. McDonnell

5. Sociological Contributions to Education Policy Research and Debates, Douglas Lee Lauen and Karolyn Tyson

6. Current Approaches to Research in Anthropology and Education, Maressa Dixon, Kathryn M. Borman, and Bridget Cotner

7. Making Education Research More Policy-Analytic, David L. Weimer

8. Commentary: Disciplined Education Policy Research, Michael Feuer

9. Commentary: The Disciplinary Foundations of Education Policy Research, Adam Gamoran

PART 2: CONDUCTING POLICY RESEARCH: METHODOLOGICAL PERSPECTIVES, Section Editors: Barbara Schneider and David Plank

10. Separate Orbits: The Distinctive Worlds of Educational Research and Policymaking, Martin Orland

11. The Use of Randomized Trials to Inform Education Policy, Geoffrey D. Borman

12. Causal Inference in Non-Experimental Educational Policy Research, David Kaplan

13. Research Synthesis and Education Policy, Therese D. Pigott

14. Complementary Methods for Policy Research, Laura Desimone

15. Assessment Policy: Making Sense of the Babel, Joan L. Herman and Eva L. Baker

16. Scale Up as a Framework for Intervention, Program, and Policy Evaluation Research, Sarah-Kathryn McDonald

17. Commentary: Conducting Policy Research: Methodological Perspectives, Spyros Konstantopoulos

18. Commentary: An Applied Perspective on Research, Method, and Policy, Christopher B. Swanson

PART 3: POLITICS AND THE POLICY PROCESS, Section Editor: Jane Clark Lindle

19. Education and Domination: Reforming Policy and Practice through Critical Theory, Carlos Alberto Torres and Richard van Heertum

20. Race, Ethnicity, and Education, Roslyn Arlin Mickelson

21. Race(ing), Class(ing), and Gender(ing) Our Work: Critical Race Theory, Critical Race Feminism, Epistemology and New Directions in Educational Policy Research, David O. Stovall

22. Rhetoric and Symbolic Action in the Policy Process, Lisa Rosen

23. The Role of Law in Education Policy Formation, Implementation, and Research, Julie F. Mead

24. Teacher Collective Bargaining: What We Know and What We Need to Know, Julia E. Koppich and Mary Alice Callahan

25. The Voice of the People in Education Policy, Rebecca Jacobsen

26. Assessment Policy and Politics of Information, Jane Clark Lindle

27. What Works in Defining "What Works" in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research, Meredith Honig

28. Conceptualizing Policy Implementation: Large-Scale Reform in an Era of Complexity, Amanda Datnow and Vicki Park

29. Public Choice and the Political Economy of American Education, Martin West

30. R & D/ Research in the Policy Process, Marshall Smith and Matthew L. Smith

31. Commentary One, Jane Hannaway

32. Commentary Two, V. Darleen Opfer

PART 4: POLICY IMPLICATIONS OF EDUCATIONAL RESOURCES, MANAGEMENT, AND ORGANIZATION, Section Editor: Linda Skrla

33. Notes on Reframing the Role of the Organizations in Policy Implementation: Resources for Practice, in Practice, James P. Spillane, Louis M. Gomez, and Leigh Mesler

34. What Do We Know About Reducing Class and School Size?, June Ahn and Dominic J. Brewer

35. Conceptions, Measurement and Application of Educational Adequacy and Equal Educational Opportunity, Bruce D. Baker and Preston C. Green

36. Whether and How Money Matters in K-12 Education, Margaret Plecki and Tino Castañeda

37. School Reconstruction and School Improvement: Theory and Evidence, Betty Malen and Jennifer King Rice

38. Charter School Policy Issues and Research Questions, Sandra Vergari

39. Vouchers, John F. Witte

40. A Market for Knowledge?, Frederick Hess

41. Market Reforms in Education, Clive R. Belfield and Henry M. Levin

42. Commentary: A Call to Studied Action: Lessons from Research on Policies Designed to Improve the Organization and Management of Schooling, Steve Cantrell

43. Commentary: Improvement or Reinvention: Two Policy Approaches to School Reform, Rodney T. Ogawa

PART 5: TEACHING AND LEARNING POLICY, Section Editor: Gary Sykes

44. Opportunity to Learn, William H. Schmidt and Adam Maier

45. The Reading and Math Wars, Alan H. Schoenfeld and P. David Pearson

46. Language Policy in Education, Patricia Gándara and M. Cecilia Gómez

47. Teacher Quality and Teacher Labor Markets, Susanna Loeb and Tara Béteille

48. Policy and Research on Teacher Preparation and Teacher Learning: A Changing Landscape, Linda Darling-Hammond, Ruth Chung Wei, with Christy Marie Johnson

49. School Improvement by Design: Lessons from a Study of Comprehensive School Reform Programs, Brian Rowan, Richard Correnti, Robert J. Miller, and Eric M. Camburn

50. Conceptualization, Measurement, and Improvement of Classroom Processes: Implications for Policy and Accountability Frameworks, Robert C. Pianta and Bridget K. Hamre

51. Closing Achievement Gaps, George Farkas

52. New Technology, Yong Zhao and Jing Lei

53. Education and the Shrinking State, David N. Plank and Venessa Keesler

54. Commentary: Research on Teaching and Learning, Barbara R. Foorman

55. Commentary: Informing Teaching and Learning Policy, Robert E. Floden

PART 6: ACTORS AND INSTITUTIONS IN THE POLICY PROCESS, Section Editor: Carolyn Herrington

56. International and Transnational Policy Actors in Education: A Review of the Research, Karen Mundy with Mona Ghali

57. New Approaches to Understanding Federal Involvement in Education, Lora Cohen-Vogel and Michael K. McLendon

58. The Expansion of State Policy Research, Kathryn A. McDermott

59. The District Role in Instructional Improvement, Gary Sykes, Jennifer O’Day, and Timothy G. Ford

60. Pushing on the Paradigm: Research on Teachers’ Organizations as Policy Actors, Nina Bascia

61. Local Democracy in Education, Michael Mintrom

62. The Politics of (Im)Prudent State-level Home-Schooling Policies, Catherine Lugg and Andrea Rorrer

63. Student Voice and Student Roles in Education Policy and Policy Reform, Dana L. Mitra

64. Looking Forward: Toward a New Role in Promoting Educational Equity for Students with Disabilities from Low-income Backgrounds, Thomas Hehir

65. Commentary: Research on Actors and Institutions Involved in Education Policy: Themes, Tensions, and Topics to Explore, Martha McCarthy

66. Commentary: Nested Actors and Institutions: The Need for Better Theory, Data & Methods to Inform Education Policy, Mark Berends

PART 7: EDUCATIONAL ACCESS AND DIFFERENTIATION, Section Editor: Barbara Schneider

68. Policy and Place—Learning from Decentralized Reforms, Bruce Fuller

69. Early Childhood Education, Lawrence J. Schweinhart and Rachel Fulcher-Dawson

70. Social Stratification and Educational Opportunity, Nathan D. Jones and Barbara Schneider

71. Shadow Education Systems, Chong Jae Lee, Hyun Jeong Park, and Heesook Lee

72. K-16 Transitions and Higher Education Access, Frankie Keels Williams

73. Permeability and Transparency in the High School-College Transition, Jennifer L. Stephan and James E. Rosenbaum

74. Governmental Policy and the Organization of Postsecondary Education, James C. Hearn and T. Austin Lacy

75. The Invisible Hand of World Education Culture: Thoughts for Policy Makers, David Baker

76. Commentary One, C. Kent McGuire

77. Commentary Two, Jeannie Oakes

NAME INDEX

SUBJECT INDEX

Biography

Gary Sykes is a Professor of Educational Administration and Teacher Education at Michigan State University. He specializes in educational policy relating to teaching and teacher education. His research interests center on policy issues associated with the improvement of teaching and teacher education, on the development of leadership preparation programs, and on educational choice as an emerging policy issue.

Barbara Schneider is a John A. Hannah University Distinguished Professor in the College of Education and Department of Sociology at Michigan State University. She holds research appointments at the University of Chicago and NORC, where she is Principal Investigator of the Data Research and Development Center (DRDC). She has published 12 books and over 100 articles and reports on family, social context of schooling, and sociology of knowledge. Professor Schneider is currently conducting a collaborative study with the Michigan Department of Education on using administrative data to make state education policy decision. She was selected by the American Sociological Association as the editor of Sociology of Education.

David N. Plank is Executive Director of Policy Analysis for California Education (PACE), an independent policy research center based at the University of California-Berkeley, Stanford University, and the University of Southern California. He was previously a professor at Michigan State University, where he founded and directed the Education Policy Center. He received his Ph.D. from the University of Chicago in 1983. In addition to his work on education policy in the U.S., he has served as a consultant in the areas of educational policy and finance to international organizations including the World Bank, the UNDP, the OECD, USAID, and the Ford Foundation, and also to governments in Africa and Latin America.