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[Credits] The Policy Forum, Vol. 1, No. 1 - October 1997
This Institute will announce new grantees for its Field-Initiated Studies Program in fall 1997. Six grants totaling $885,773 for the first year of projects lasting up to 3 years were funded in 1996. Current grantees and their projects are:
Rosemary Henze (ARC Associates, Oakland, CA) is studying how exemplary school leadership fosters unity and respect for diversity while reducing conflict in schools. The results of this 3-year study will be useful to school principals, especially those facing problems of racial and ethnic divisiveness.
Douglas Archbald (The University of Delaware) is investigating the effects of school choice policies on student achievement in urban school districts. The 3-year study, based on a 350 district sample drawn from national data bases, will contribute hard evidence to a hotly debated issue.
Paul J. Baker (Illinois State University) is examining why local educators respond positively or negatively to state mandates for school improvement using Illinois' new accreditation system as a case study. The results of this research will enable state and other policy makers to craft more effective strategies for change.
David Plank and Gary Sykes (Michigan State University) is comparing two education reform strategies: (1) professional development schools which involve partnerships between public schools and universities, and (2) charter schools which rely on parental choice to create voluntary communities around shared values. The findings will inform policy by articulating the educational, social, and political implications of each theory, how it has been implemented, and the effects on student achievement.
Jane Hannaway (The Urban Institute, Washington, DC) is comparing the professional knowledge and teaching practices of elementary mathematics teachers who are specialists with those who are generalists. The findings, which will indicate whether specialization results in more effective teaching practices and/or produces higher students achievement, could influence the organization of elementary mathematics teaching.
Fred Newman (The University of Wisconsin) is studying the promise and problems of using professional development to build organizational capacity in low achieving schools serving low income students. The results of the study will assist policy makers to generate more effective professional development strategies tailored to the needs of these schools.
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