Mejoramiento escolar en acción

157 Mejoramiento Escolar en Acción Ouchi W G. (2004, August). Tilting the balance: A management consultant’s prescription for changing the equilibrium between central office and schools. The School Administrator. Retrieved April 4, 2006, from http://www.aasa.org /publications/sa/2004_08/ouchi.htm Rowan B. (2006). The school improvement industry in the United States: Why educational change is both pervasive and ineffectual. In H. D. Meyer y B. Rowan (Eds.), The new institutionalism in education (pp. 67–86). Albany, NY: SUNY Press. Ryan J. (June, 2004). The perverse incentives of the no child left behind act. New York University Law Review, 79 N.Y.U. Rev.932. Spillane J, Halverson R, Diamond J. (2004) Towards a theory of school leadership practice: implications of a distributed perspective, Journal of Currículo Studies, 36 (1), 3–34. Wallace Foundation Educational leadership: An agenda for school improvement. Washington, D.C: The Wallace Foundation. Weick K. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage. Weiner L. (2008). Building the international movement we need: Why a consistent defense of democracy and equality is essential. In M. Compton y L. Weiner (Eds.), The global assault on teaching, teachers, and their unions: Stories for resistance (pp. 251–265). New York: Palgrave Macmillan. Whitman D. (2008). Sweating the small stuff: Inner-city schools and the new paternalism. Washington, D.C.: Thomas B. Fordham Institute. Wolcott H. (1973). The man in the principal’s office: An ethnography . New York: Holt, Rinehart, y Wilson. Ylimaki R. (2005). Political risk-taking: Leading literacy education in an era of high-stakes accountability. The Journal of School Leadership, 15 (1), 1–23.