Commentaries and Author's Reply on "Evolutionary Psychology: A New Perspective in the Behavioral Sciences" by Tamas Bereczkei: Author's Response to the Commentaries
In: European psychologist, Band 5, Heft 3, S. 200-201
ISSN: 1878-531X
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In: European psychologist, Band 5, Heft 3, S. 200-201
ISSN: 1878-531X
In: International journal of public administration: IJPA, Band 21, Heft 6-8, S. 1079-1088
ISSN: 0190-0692
In: South Asian survey: a journal of the Indian Council for South Asian Cooperation, Band 1, Heft 2, S. 339-341
ISSN: 0973-0788
In: Transcultural Psychiatric Research Review, Band 30, Heft 2, S. 187-189
In: Journal of political economy, Band 94, Heft 3, Part 1, S. 684-689
ISSN: 1537-534X
In: Journal of social history, Band 16, Heft 3, S. 190-192
ISSN: 1527-1897
In: Millennium: journal of international studies, Band 11, Heft 3, S. 262-263
ISSN: 1477-9021
In: International studies, Band 19, Heft 2, S. 265-266
ISSN: 0973-0702, 1939-9987
In: The review of politics, Band 39, Heft 4, S. 561-566
ISSN: 1748-6858
In: European Studies Review, Band 5, Heft 3, S. 344-346
In: Études internationales, Band 3, Heft 1, S. 95
ISSN: 1703-7891
In: Business Schools and Their Contribution to Society, S. 133-137
In: Criminology, Band 2, Heft 3, S. 1-1
ISSN: 1745-9125
In: American anthropologist: AA, Band 26, Heft 2, S. 278-280
ISSN: 1548-1433
Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. The authors of this important book argue that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning.The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. Researchers David Cohen and Heather Hill report that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy.These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve. It offers useful advice for practitioners and policymakers seeking to improve education, and to analysts seeking to understand it