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In this paper I argue that one problem we face in understanding relations between school leadership and student learning is that core constructs in our work are often variably and weakly defined. Loose constructs pose problems because they contribute to fuzzy research, especially if constructs such as school leadership, management, or even instruction are weakly (or never explicitly) defined and operationalized. Fuzzy conceptualization makes comparing across studies, essential to the development of a robust empirical knowledge base, difficult if not impossible. Arguing that a critical but often overlooked challenge in studying relations between school administration and student learning is conceptual in nature, I begin by conceptualizing school administration and instruction from what I refer to as a distributed perspective, using theoretical work in distributed and situated cognition, activity theory, and micro sociology. I show how conceptualizing phenomena under study in particular ways shapes how we might frame and hypothesize relations among these phenomena. I contrast a distributed conceptualization with more conventional, individually focused conceptualizations of both phenomena. I then consider the entailments of my conceptualization of the two core phenomena for framing relations between them.

The use of cocaine in the United States began during the mid-1880s, reached a peak between 1900 and 1915, and then went into a period of sustained decline. This study examines several explanations for cocaine's decline, and concludes that the start of legal prohibition was only partly responsible. Legal controls virtually eliminated the licit supply of cocaine, and increased the costs of obtaining illicit supplies. These trends, however, had begun much earlier as a result of regulation and informal controls. Moreover, the "successs" of legal prohibition depended upon a number of unique historical circumstances, including the ready supply of cheap heroin for domestic drug markets. The conclusion of the first cocaine era was neither an inevitable end to a "cycle" of drug use, nor the outcome of a well-planned set of drug policies, but the product of a combination of national and international trends.

Frontmatter -- Contents -- Acknowledgments -- 1. Making Education Policy Here, There, and Everywhere -- 2. Doing Standards: Content and Context -- 3. Interactive Policymaking -- 4. Making Policy, Making Sense -- 5. Resources for Sense-Making -- 6. The Schoolteacher and Interactive Policymaking -- 7. Policy in Practice -- 8. Implementation Reconsidered -- Appendix: Research Methods -- References -- Index

"Should prisons attempt reform and uplift inmates or, by means of principled punishment, deter them from further wrongdoing? This debate has raged in Western Europe and in the United States at least since the late eighteenth century. Joseph F. Spillane examines the failure of progressive reform in New York State by focusing on Coxsackie, a New Deal reformatory built for young male offenders. Opened in 1935 to serve "adolescents adrift," Coxsackie instead became an unstable and brutalizing prison. From the start, the liberal impulse underpinning the prison's mission was overwhelmed by challenges it was unequipped or unwilling to face--drugs, gangs, and racial conflict. Spillane draws on detailed prison records to reconstruct a life behind bars in which "ungovernable" young men posed constant challenges to racial and cultural order. The New Deal order of the prison was unstable from the start; the politics of punishment quickly became the politics of race and social exclusion, and efforts to save liberal reform in postwar New York only deepened its failures. In 1977, inmates took hostages to focus attention on their grievances. The result was stricter discipline and an end to any pretense that Coxsackie was a reform institution. Why did the prison fail? For answers, Spillane immerses readers in the changing culture and racial makeup of the U.S. prison system and borrows from studies of colonial prisons, which emblematized efforts by an exploitative regime to impose cultural and racial restraint on others. In today's era of mass incarceration, prisons have become conflict-ridden warehouses and powerful symbols of racism and inequality. This account challenges the conventional wisdom that America's prison crisis is of comparatively recent vintage, showing instead how a racial and punitive system of control emerged from the ashes of a progressive ideal."--Publisher's description.