The relations between the formal structure of educational governance and classroom practice

It is a pervasive belief among those concerned with school governance that policy makers can and do steer school practice through such instruments as external tests and examinations, teacher evaluation systems, teacher certification codes, mandated curricula, and the like (Cohen, 1990; Cohen and Spillane, 1992). It seems that there are systematic relations between curriculum policy and classroom practice.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Hsu, Chao-Sheng

Contributors dc:contributor

• Westbury, Ian

• Education, Administration
• Education, Curriculum and Instruction
• Education, Mathematics

Statement dc:rights

• Copyright 1993 Hsu, Chao-Sheng

Language dc:language

eng

Identifier

AAI9411654
(UMI)AAI9411654

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21048