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SAGE Journal User Guide

Zafirovski, M. (2011) Contemporary conservatism and medievalism: ‘Nothing new under the sun’? Social Science Information, June 2011; vol. 50, 2: pp. 223-250.

1. Explain the differences among medievalism, conservatism, and neo-conservatism.
2. Explain the transition from medieval traditionalism to conservatism.
3. Explain the transition from religious conservatism and neo-medievalism.

Cuban, L. (1996) Myths About Changing Schools and the Case of Special Education. Remedial and Special Education, March 1996; vol. 17, 2: pp. 75-82

1. What two things do researchers, administrators, and practitioners need to distinguish between?
2. What kind of criteria is being used to judge success/failure of an adoption?
3. What ways can you redefine the existing criteria of judging success and failure into degrees of success?

Ogawa, R., Sandholtz, J., Martinex-Flores, M., & Paredes, S. (2003).  The substantive and sumbolic consequences of a district’s standards-based curriculum. American Educational Research Journal.  40 (1): 147-176

http://aer.sagepub.com

1. The authors applied the rational perspective by assessing the extent to which and manner in which the standards-based curriculum shaped the instructional practices of teachers by (a) specifying instructional outcomes; (b) providing structures for the efficient development and implementation of the curriculum; and (c) assessing the degree to which standards were attained.  Please explain in your own words the degree to which you believe this perspective was successful within this school district.
2. The authors also applied the institutional perspective by assessing the extent to which and manner in which the standards-based curriculum was aimed at gaining legitimacy for the district by (a) responding to political and professional influences in the external environment; (b) serving as an important and timely symbol; and (c) being decoupled from the work activity of teachers.  Was this perspective successful and why do you believe that to be true?
3. Compare the findings from each and do a comparison/contrast of the pros and cons of each of these perspectives.

Hirschland, M., & Steinmmo, S.  (2003) Correcting the record:  understanding the history of federal intervention and failure in securing US educational reform.  Educational Policy 17 (3): 343-364.

http://epx.sagepub.com/

1. What are the incorrect beliefs about federal interventions in education?
2. How have schools always battled over funding?
3. What legislation has helped education throughout America’s history and which have been impediments?

DeBray-Pelot, E., & McGuionn, P.  (2009) The new politics of education:  analyzing the federal education policy landscape in the post-NCLB era.  Educational Policy  23 (1): 15 – 42.

http://epx.sagepub.com/

1. What has been the evolution of educational policy since 1999?
2. How were policies pre-NCLB different than post-NCLB policies?
3. In your opinion and using facts from the article, explain the role of the political parties in impacting education policy through the years.