School restructuring as a policy agenda: Why one size may not fit all

Lawrence J. Mussoline, Roger C. Shouse

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Recent studies of school restructuring have suggested that a school's shift toward communal norms is likely to be accompanied by particular types of technical reform. The result has been the emergence of a prescriptive agenda of reform practices in the school-improvement literature, despite evidence that the usefulness and effectiveness of instructional practices vary across contexts. The study presented here examined the relationship between school restructuring (defined in terms of the use of "restructured" practices) on mathematics achievement across categories of school socioeconomic status. The findings raise questions about the suitability of defining restructuring in terms of any specific reform agenda and indicate the need for caution regarding the broad implementation of such an agenda in disadvantaged schools.

Original languageEnglish (US)
Pages (from-to)44-58
Number of pages15
JournalSociology of Education
Volume74
Issue number1
DOIs
StatePublished - Jan 1 2001

Fingerprint

restructuring
school
reform
social status
mathematics
evidence

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science

Cite this

Mussoline, Lawrence J. ; Shouse, Roger C. / School restructuring as a policy agenda : Why one size may not fit all. In: Sociology of Education. 2001 ; Vol. 74, No. 1. pp. 44-58.
@article{8a8a80d210ef413a8dac6e88498aeec3,
title = "School restructuring as a policy agenda: Why one size may not fit all",
abstract = "Recent studies of school restructuring have suggested that a school's shift toward communal norms is likely to be accompanied by particular types of technical reform. The result has been the emergence of a prescriptive agenda of reform practices in the school-improvement literature, despite evidence that the usefulness and effectiveness of instructional practices vary across contexts. The study presented here examined the relationship between school restructuring (defined in terms of the use of {"}restructured{"} practices) on mathematics achievement across categories of school socioeconomic status. The findings raise questions about the suitability of defining restructuring in terms of any specific reform agenda and indicate the need for caution regarding the broad implementation of such an agenda in disadvantaged schools.",
author = "Mussoline, {Lawrence J.} and Shouse, {Roger C.}",
year = "2001",
month = "1",
day = "1",
doi = "10.2307/2673144",
language = "English (US)",
volume = "74",
pages = "44--58",
journal = "Sociology of Education",
issn = "0038-0407",
publisher = "SAGE Publications Inc.",
number = "1",

}

School restructuring as a policy agenda : Why one size may not fit all. / Mussoline, Lawrence J.; Shouse, Roger C.

In: Sociology of Education, Vol. 74, No. 1, 01.01.2001, p. 44-58.

Research output: Contribution to journalArticle

TY - JOUR

T1 - School restructuring as a policy agenda

T2 - Why one size may not fit all

AU - Mussoline, Lawrence J.

AU - Shouse, Roger C.

PY - 2001/1/1

Y1 - 2001/1/1

N2 - Recent studies of school restructuring have suggested that a school's shift toward communal norms is likely to be accompanied by particular types of technical reform. The result has been the emergence of a prescriptive agenda of reform practices in the school-improvement literature, despite evidence that the usefulness and effectiveness of instructional practices vary across contexts. The study presented here examined the relationship between school restructuring (defined in terms of the use of "restructured" practices) on mathematics achievement across categories of school socioeconomic status. The findings raise questions about the suitability of defining restructuring in terms of any specific reform agenda and indicate the need for caution regarding the broad implementation of such an agenda in disadvantaged schools.

AB - Recent studies of school restructuring have suggested that a school's shift toward communal norms is likely to be accompanied by particular types of technical reform. The result has been the emergence of a prescriptive agenda of reform practices in the school-improvement literature, despite evidence that the usefulness and effectiveness of instructional practices vary across contexts. The study presented here examined the relationship between school restructuring (defined in terms of the use of "restructured" practices) on mathematics achievement across categories of school socioeconomic status. The findings raise questions about the suitability of defining restructuring in terms of any specific reform agenda and indicate the need for caution regarding the broad implementation of such an agenda in disadvantaged schools.

UR - http://www.scopus.com/inward/record.url?scp=0035530208&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0035530208&partnerID=8YFLogxK

U2 - 10.2307/2673144

DO - 10.2307/2673144

M3 - Article

AN - SCOPUS:0035530208

VL - 74

SP - 44

EP - 58

JO - Sociology of Education

JF - Sociology of Education

SN - 0038-0407

IS - 1

ER -