California Appellate Decisions PDF Download
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Author: California. District Courts of Appeal
Publisher:
ISBN:
Category : Law reports, digests, etc
Languages : en
Pages : 914
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Book Description
Author: California. District Courts of Appeal
Publisher:
ISBN:
Category : Law reports, digests, etc
Languages : en
Pages : 914
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Book Description
Author: R.R. Bowker Company
Publisher: New York : R.R. Bowker Company
ISBN:
Category : Law
Languages : en
Pages : 1476
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Book Description
Author: Library of Congress
Publisher:
ISBN:
Category : Catalogs, Union
Languages : en
Pages : 712
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Book Description
Author: R.R. Bowker Company. Department of Bibliography
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 2200
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Author:
Publisher:
ISBN:
Category : Union catalogs
Languages : en
Pages : 712
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Book Description
Author: Bancroft Library
Publisher:
ISBN:
Category : America
Languages : en
Pages : 818
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Book Description
Author: Bancroft Library
Publisher:
ISBN:
Category : America
Languages : en
Pages : 608
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Book Description
Author:
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 650
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Book Description
Author: United States. Congress. House. Committee on the Budget
Publisher:
ISBN:
Category : Default (Finance)
Languages : en
Pages : 104
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Author: Rand A. Quinn
Publisher: Stanford University
ISBN:
Category :
Languages : en
Pages : 362
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Book Description
The principal goal of the dissertation is to explain the political nature and effect of cultural characterizations on the development of student assignment policy. Cultural characterizations are socially constructed portrayals that become influential when stakeholders mobilize to bring about change. In education, as the professional authority of school boards and superintendents diminishes, community stakeholders are increasingly prominent. They serve as critical producers and providers of cultural characterizations of public education and its beneficiaries. As such, the engagement of community stakeholders with public sector institutions, organizations, and individuals can significantly amplify, modify, or blunt education policy. The dissertation traces the history of community mobilization in San Francisco from 1971 to 2005, during which the federal district court supervised all aspects of the school district's student assignment policy. Cultural characterizations of student assignment were structured by three distinct logics of action: integration, choice, and neighborhood. These logics were stable but not fixed. Changes in the institutional environment coupled with how stakeholders framed, understood, and shaped these logics led to transformations in student assignment policy that ultimately altered the educational experience of multiple generations of public school students. Data are drawn primarily from archival documents from the federal district court, the school district, and community organizations; mainstream and community newspaper articles, letters to the editor, and editorials; and, retrospective interviews with key stakeholders.
