Equity as access to learning: curricular and instructional treatment differences

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsPhilip HallingerThe information collected during the study conveys a picture of students who may attend the same school but who come away with very different educational experiences. Included in the differences are the attention they receive from counselors, the subjects they study, the textbooks they read, the expectations their teachers have of them, the amount of homework they do, even the amount of time they spend in class (California State Department of Education 1984 a: 7) Joseph Murphy is professor and chair in the Department of Educational Leadership, George Peabody College of Education, Vanderbilt University, Box 514, Nashville, Tennessee 37203. His interests are in school improvement, instructional leadership and policy analysis. His edited book Approaches to Administrative Training was recently published by the State University of New York Press. Philip Hallinger is Director, Center for the Advanced Study of Educational Leadership, George Peabody College of Education, Vanderbilt University. His areas of interest include school improvement and staff development. He is co‐editor, with Joseph Murphy, of Approaches to Administrative Training