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Drawing on three years of field research and extensive theoretical and empirical literature, Democratic Dilemmas chronicles the day-to-day efforts of educators and laypersons working together to advance student learning in two California school districts. Julie A. Marsh reveals how power, values, organizational climates, and trust played key roles in these two districts achieving vastly different results. In one district, parents, citizens, teachers, and administrators effectively developed and implemented districtwide improvement strategies; in the other, community and district leaders unsuccessfully attempted to improve systemwide accountability through dialogue. The book highlights the inherent tensions of deliberative democracy, competing notions of representation, limitations of current conceptions of educational accountability, and the foundational importance of trust to democracy and education reform. It further provides a framework for improving community-educator collaboration and lessons for policy and practice.

Decision making --- Community and school --- Education and state --- Educational change --- Deciding --- Decision (Psychology) --- Decision analysis --- Decision processes --- Making decisions --- Management --- Management decisions --- Choice (Psychology) --- Problem solving --- School and community --- Schools --- Parents' and teachers' associations

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For three school years, from 2007 to 2010, about 200 high-needs New York City public schools participated in the Schoolwide Performance Bonus Program, whose broad objective was to improve student performance through school-based financial incentives. An independent analysis of test scores, surveys, and interviews found that the program did not improve student achievement, perhaps because it did not motivate change in educator behavior.

Academic achievement -- New York (State) -- New York. --- Merit pay -- New York (State) -- New York. --- School improvement programs -- New York (State) -- New York. --- Teachers -- Salaries, etc. -- New York (State) -- New York. --- Teachers --- Merit pay --- School improvement programs --- Academic achievement --- Education --- Social Sciences --- Theory & Practice of Education --- Salaries, etc --- Salaries, etc. --- Academic underachievement --- Achievement, Academic --- Educational achievement --- Scholastic achievement --- Scholastic success --- School achievement --- Student achievement --- Underachievement, Academic --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- Merit increases --- Merit pay programs --- Merit pay systems --- Merit-type salary schedules --- Pay for performance --- Salary schedules, Merit-type --- Variable pay --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Performance --- Success --- School management and organization --- Performance awards --- Wages --- School employees --- Academic performance --- Academic progress --- Academic success --- Achievement, Scholastic --- Achievement, Student --- Performance, Academic --- Progress, Academic --- School success (Academic achievement) --- Success, Academic --- Success, School (Academic achievement) --- Success, Scholastic

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In calling for the transformation of military medical education and training, the 2005 Base Realignment and Closure Commission recommended relocating basic and specialty enlisted medical training to a single site to take advantage of economies of scale and the opportunity for joint training. As a result, a joint medical education and training campus (METC) has been established at Fort Sam Houston, Texas. Two of METC's primary long-term goals are to become a high-performing learning organization and to seek accreditation as a community college. Such goals require a clear model of organizational improvement with well-defined metrics for measuring its performance and using research and evaluation to assess and improve that performance. Lessons learned from a review of practices at institutions with similar missions -- such as community colleges, corporate universities, the UK's Defence Medical Education and Training Agency, and other federal agencies, such as the Veterans Health Administration -- establish a clear need for an office of institutional research to help METC attain its organizational goals. They also provide useful recommendations regarding the METC office's structure, scope, and governance.

Institutional review boards (Medicine) --- Medicine, Military --- Medical education --- Ethics Committees, Research --- Military Medicine --- Education, Medical --- Program Evaluation --- organization & administration --- education --- methods