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  • MPI Ethno. Forsch.  (12)
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  • Bayreuth UB
  • MFK München
  • Online-Ressource  (12)
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  • MPI Ethno. Forsch.  (12)
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  • Online-Ressource  (12)
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  • 1
    ISBN: 9780833086402 , 0833086979 , 0833086405 , 9780833086976
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxix, 118 pages)
    Paralleltitel: Print version Gates, Susan M., 1968- Preparing principals to raise student achievement
    Schlagwort(e): Educational leadership Case studies ; School principals Case studies Training of ; Education, Urban Case studies ; School management and organization Case studies ; Educational leadership ; School principals ; Education, Urban ; School management and organization ; United States ; School management and organization ; Case studies ; School principals ; Training of ; Education, Urban ; Theory & Practice of Education ; Education ; EDUCATION ; Teaching Methods & Materials ; Arts & Humanities ; Educational leadership ; Social Sciences ; Electronic books
    Kurzfassung: New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its approach involves both preparing principals and partnering with school districts and charter management organizations (CMOs) to improve the conditions in which its highly trained principals work. As part of the partnerships, New Leaders agrees to provide carefully selected and trained principals who can be placed in schools that need principals and to provide coaching and other support after those principals are placed. The districts and CMOs agree to establish working conditions that support, rather than hinder, the principals' efforts to improve student outcomes. This report describes how the New Leaders program was implemented in partner districts, and it provides evidence of the effect that New Leaders has on student achievement
    Kurzfassung: New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its approach involves both preparing principals and partnering with school districts and charter management organizations (CMOs) to improve the conditions in which its highly trained principals work. As part of the partnerships, New Leaders agrees to provide carefully selected and trained principals who can be placed in schools that need principals and to provide coaching and other support after those principals are placed. The districts and CMOs agree to establish working conditions that support, rather than hinder, the principals' efforts to improve student outcomes. This report describes how the New Leaders program was implemented in partner districts, and it provides evidence of the effect that New Leaders has on student achievement
    Anmerkung: "Sponsored by New Leaders , "RR-507-NL"--Page 4 of cover , "RAND Education , Includes bibliographical references (pages 111-118)
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  • 2
    ISBN: 9780833087256 , 0833089609 , 0833087258 , 9780833089601
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxi, 106 pages)
    Paralleltitel: Print version Steele, Jennifer L Competency-based education in three pilot programs
    Schlagwort(e): Competency-based education ; Educational evaluation ; Competency-based education ; Educational evaluation ; United States ; Education ; Educational evaluation ; Education, Special Topics ; EDUCATION ; Evaluation & Assessment ; Social Sciences ; Competency-based education ; Electronic books
    Kurzfassung: In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards credit for evidence of learning, not for the time students spend studying a subject. The Foundation asked RAND to evaluate these efforts in terms of implementation, students' experiences, and student performance. This report presents final results from that evaluation, offering an overview of competency-based education and the Project Mastery grant projects and describing the implementation of competency-based educational features under each project. The report concludes with six lessons for policy, partnerships, and practice
    Anmerkung: "Prepared for the Bill & Melinda Gates Foundation , "RAND Education , Includes bibliographical references (pages 103-106)
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  • 3
    ISBN: 9780833082176 , 0833082175
    Sprache: Englisch
    Seiten: 1 Online-Ressource (12 pages)
    Schlagwort(e): Educational leadership ; School principals ; School management and organization ; Educational leadership ; School principals ; School management and organization ; Educational leadership ; School principals ; United States ; EDUCATION ; Evaluation & Assessment ; School management and organization ; Electronic books
    Kurzfassung: Principals can influence student achievement in a number of ways--monitoring instruction; evaluating teachers; hiring, developing, and retaining school staff; maintaining student discipline; managing the school budget; establishing a school culture; and engaging with the community. While principals' skills in these areas are important, skills alone are not enough to ensure that they will be effective school leaders. This is because school and district contexts--which include school and district characteristics, practices, and policies--set the stage for principals' performance and strongly influence their effectiveness. In this report, RAND researchers provide guidance to state and district decisionmakers and others who manage school systems, focusing on four areas that research has identified as particularly influential in supporting principal effectiveness: placement in the school, evaluation, autonomy, and resources. We highlight how actions in these areas can create conditions in the school and district that foster principal success
    Anmerkung: "RAND Corporation , Includes bibliographical references , Title from title screen (viewed on October 18, 2013)
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  • 4
    Online-Ressource
    Online-Ressource
    Santa Monica, CA : RAND Corporation
    ISBN: 9780833052698 , 0833052691 , 9780833052667 , 0833052713 , 0833052667 , 9780833052711
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxiii, 93 pages)
    Serie: Rand Corporation monograph series
    Paralleltitel: Print version Making summer count
    Schlagwort(e): Summer schools ; Summer schools ; EDUCATION ; Evaluation & Assessment ; Summer schools ; United States ; EDUCATION ; Administration ; General ; Electronic books
    Kurzfassung: "Despite long-term and ongoing efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers in reading and mathematics. Research has shown that students' skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. Instruction during the summer has the potential to stop these losses and propel students toward higher achievement. A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the United States, demonstrates the potential of summer programs to improve achievement as well as the challenges in creating and maintaining such programs. School districts and summer programming providers can benefit from the existing research and lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding. Recommendations for providers and policymakers address ways to mitigate barriers by capitalizing on a range of funding sources, engaging in long-term planning to ensure adequate attendance and hiring, and demonstrating positive student outcomes"--Provided by publisher
    Kurzfassung: "Despite long-term and ongoing efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers in reading and mathematics. Research has shown that students' skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. Instruction during the summer has the potential to stop these losses and propel students toward higher achievement. A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the United States, demonstrates the potential of summer programs to improve achievement as well as the challenges in creating and maintaining such programs. School districts and summer programming providers can benefit from the existing research and lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding. Recommendations for providers and policymakers address ways to mitigate barriers by capitalizing on a range of funding sources, engaging in long-term planning to ensure adequate attendance and hiring, and demonstrating positive student outcomes"--Provided by publisher
    Anmerkung: Includes bibliographical references (pages 87-93)
    URL: Volltext  (kostenfrei)
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  • 5
    ISBN: 9780833049599 , 0833049852 , 9781282797260 , 1282797263 , 9780833049858 , 0833049593
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxi, 74 pages)
    Serie: RAND Corporation monograph series
    Paralleltitel: Print version Stecher, Brian M Reauthorizing No Child Left Behind
    DDC: 379.1/580973
    Schlagwort(e): United States ; United States ; Educational accountability ; Educational accountability ; No Child Left Behind Act of 2001 (United States) ; EDUCATION ; Finance ; EDUCATION ; Teaching Methods & Materials ; Arts & Humanities ; Educational accountability ; United States
    Kurzfassung: This report synthesizes findings and draws lessons about the implementation and results of the No Child Left Behind Act of 2001 (NCLB) as reflected primarily in two longitudinal studies funded by the U.S. Department of Education. Progress to date suggests that NCLB's ambitious goal of having 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. In addition, the flexibility provided to states by the law has resulted in the establishment of a different accountability system in every state, each with different academic standards, levels of student proficiency, and teacher requirements. Parents have not responded in great numbers either to school choice or to receiving supplemental educational services options. Should Congress reauthorize NCLB, the authors recommend that it consider making the following changes to the law: promote more-uniform academic standards and teacher qualification requirements across states, set more-appropriate improvement targets, broaden the measures of student learning beyond multiple-choice tests in reading and mathematics to include more subjects and tests of higher-thinking and problem-solving skills, focus improvement efforts on all schools while continuing to offer parental choice, and provide incentives for highly qualified teachers to teach in low-performing schools
    Kurzfassung: This report synthesizes findings and draws lessons about the implementation and results of the No Child Left Behind Act of 2001 (NCLB) as reflected primarily in two longitudinal studies funded by the U.S. Department of Education. Progress to date suggests that NCLB's ambitious goal of having 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. In addition, the flexibility provided to states by the law has resulted in the establishment of a different accountability system in every state, each with different academic standards, levels of student proficiency, and teacher requirements. Parents have not responded in great numbers either to school choice or to receiving supplemental educational services options. Should Congress reauthorize NCLB, the authors recommend that it consider making the following changes to the law: promote more-uniform academic standards and teacher qualification requirements across states, set more-appropriate improvement targets, broaden the measures of student learning beyond multiple-choice tests in reading and mathematics to include more subjects and tests of higher-thinking and problem-solving skills, focus improvement efforts on all schools while continuing to offer parental choice, and provide incentives for highly qualified teachers to teach in low-performing schools
    Anmerkung: Includes bibliographical references (pages 73-74)
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  • 6
    ISBN: 9780833050496 , 0833051024 , 0833050494 , 9780833051028
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxii, 90 pages)
    Paralleltitel: Print version Hours of opportunity Volume 2, The power of data to improve after-school programs citywide
    Schlagwort(e): After-school programs Case studies ; School improvement programs Case studies ; After-school programs ; School improvement programs ; Case studies ; United States ; After-school programs ; EDUCATION ; Students & Student Life ; EDUCATION ; General ; School improvement programs ; Electronic books
    Kurzfassung: High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their OST systems. In many cities that provide financial support for OST, funding is funneled through a variety of youth-serving agencies that lack basic information about the programs they fund. The second in this three-volume series describes how the grantees and three other cities used management information systems to collect and use data on OST programs, including enrollment, attendance, and student outcomes. Cities' use of management information systems to collect and report data on OST programs is relatively new, so the experiences of the case-study cities offer valuable lessons for the field. For example, management information systems are capable of supporting OST system improvement but require careful planning, the use of data from these systems can lead to additional funding and support, the customization of web-based systems encourages their use, providing high-quality training to providers increases the use of the systems, and many providers are overburdened by requirements to use multiple management information systems, so eliminating redundancies and coordinating data requirements can ensure more efficient program provision and reporting
    Kurzfassung: High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their OST systems. In many cities that provide financial support for OST, funding is funneled through a variety of youth-serving agencies that lack basic information about the programs they fund. The second in this three-volume series describes how the grantees and three other cities used management information systems to collect and use data on OST programs, including enrollment, attendance, and student outcomes. Cities' use of management information systems to collect and report data on OST programs is relatively new, so the experiences of the case-study cities offer valuable lessons for the field. For example, management information systems are capable of supporting OST system improvement but require careful planning, the use of data from these systems can lead to additional funding and support, the customization of web-based systems encourages their use, providing high-quality training to providers increases the use of the systems, and many providers are overburdened by requirements to use multiple management information systems, so eliminating redundancies and coordinating data requirements can ensure more efficient program provision and reporting
    Anmerkung: Includes bibliographical references (pages 87-90)
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  • 7
    ISBN: 9780833050168 , 0833050354 , 9781282940437 , 1282940430 , 9780833050359 , 0833050168
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xii, 37 pages)
    Serie: Rand Corporation monograph series
    Paralleltitel: Print version Toward a culture of consequences
    Schlagwort(e): Performance Management ; Organizational effectiveness ; Government accountability ; Performance ; Organizational effectiveness ; Government accountability ; POLITICAL SCIENCE ; Public Affairs & Administration ; EDUCATION ; Educational Policy & Reform ; General ; Government accountability ; Organizational effectiveness ; Performance ; Management ; Government - U.S ; Law, Politics & Government ; Political Institutions & Public Administration - U.S., General ; United States ; Electronic books
    Kurzfassung: Performance-based accountability systems (PBASs), which link incentives to measured performance as a means of improving services to the public, have gained popularity. While PBASs can vary widely across sectors, they share three main components: goals, incentives, and measures. Research suggests that PBASs influence provider behaviors, but little is known about PBAS effectiveness at achieving their performance goals or about government and agency experiences. This document summarizes a study that examined nine PBASs in five sectors: child care, education, health care, public health emergency preparedness, and transportation. In the right circumstances, a PBAS can be an effective strategy for improving service delivery. Optimum circumstances include having a widely shared goal, unambiguous observable measures, meaningful incentives for those with control over the relevant inputs and processes, few competing interests, and adequate resources to design, implement, and operate the PBAS. However, these conditions are rarely fully realized, so it is difficult to design and implement PBASs that are uniformly effective. PBASs represent a promising policy option for improving the quality of service-delivery activities in many contexts. The evidence supports continued experimentation with and adoption of this approach in appropriate circumstances. Even so, PBAS design and its prospects for success depend on the context in which it will operate. Also, ongoing system evaluation and monitoring are integral components of a PBAS; they inform refinements that improve system functioning over time
    Kurzfassung: Cover; Title Page; Copyright; Preface; Contents; Table; Acknowledgments; Abbreviations; Executive Summary; Research Approach; Findings; Decision to Adopt a Performance-Based Accountability System Is Shaped by Political, Historical, and Cultural Contexts; Selection of Incentive Structures Has Proven Challenging; Design of Performance Measures Requires a Balance Among Competing Priorities; Successful Implementation Must Overcome Many Potential Pitfalls; Evidence of System Effectiveness Is Limited and Leads to Varying Conclusions by Sector; Recommendations for System Developers
    Kurzfassung: Performance-based accountability systems (PBASs), which link incentives to measured performance as a means of improving services to the public, have gained popularity. While PBASs can vary widely across sectors, they share three main components: goals, incentives, and measures. Research suggests that PBASs influence provider behaviors, but little is known about PBAS effectiveness at achieving their performance goals or about government and agency experiences. This document summarizes a study that examined nine PBASs in five sectors: child care, education, health care, public health emergency preparedness, and transportation. In the right circumstances, a PBAS can be an effective strategy for improving service delivery. Optimum circumstances include having a widely shared goal, unambiguous observable measures, meaningful incentives for those with control over the relevant inputs and processes, few competing interests, and adequate resources to design, implement, and operate the PBAS. However, these conditions are rarely fully realized, so it is difficult to design and implement PBASs that are uniformly effective. PBASs represent a promising policy option for improving the quality of service-delivery activities in many contexts. The evidence supports continued experimentation with and adoption of this approach in appropriate circumstances. Even so, PBAS design and its prospects for success depend on the context in which it will operate. Also, ongoing system evaluation and monitoring are integral components of a PBAS; they inform refinements that improve system functioning over time
    Anmerkung: Includes bibliographical references
    URL: Volltext  (kostenfrei)
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  • 8
    ISBN: 9780833035004 , 0833035959 , 0833035002 , 9780833035950
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xix, 134 pages)
    Ausgabe: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Paralleltitel: Print version Organizational improvement and accountability
    DDC: 379.1/58
    Schlagwort(e): Organizational effectiveness Evaluation ; Educational accountability ; School management and organization ; Organizational effectiveness ; Educational accountability ; School management and organization ; EDUCATION ; Educational Policy & Reform ; General ; Educational accountability ; Organizational effectiveness ; Evaluation ; School management and organization ; United States ; EDUCATION ; Finance ; Electronic books ; Electronic books
    Kurzfassung: The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability
    Kurzfassung: The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability
    Anmerkung: "MG-136-WFHF"--Page 4 of cover , "Rand Education , Includes bibliographical references (pages 125-134) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
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  • 9
    Online-Ressource
    Online-Ressource
    Santa Monica, CA : Rand
    ISBN: 9780833033901 , 0833036157 , 9781282451360 , 1282451367 , 9780833036155 , 0833033905
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxiv, 155 pages)
    Ausgabe: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Paralleltitel: Print version Focus on the wonder years
    DDC: 373.236
    RVK:
    RVK:
    Schlagwort(e): Middle schools ; Middle school education ; Middle schools ; Middle school education ; EDUCATION ; Secondary ; EDUCATION ; Educational Policy & Reform ; General ; Middle school education ; Middle schools ; Middle school ; Education ; Social Sciences ; Theory & Practice of Education ; USA ; United States ; Electronic books ; Electronic books
    Kurzfassung: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home
    Kurzfassung: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home
    Anmerkung: "Prepared for the Edna McConnell Clark Foundation , "RAND Education , Errata slip included , Includes bibliographical references (pages 137-155) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
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  • 10
    ISBN: 9780833036599 , 0833036599 , 9780833040657 , 0833040650 , 9781598751154 , 1598751158
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxii, 723 pages)
    Paralleltitel: Print version Expanding the reach of education reforms
    DDC: 371.2/00973
    Schlagwort(e): Educational change ; Education Standards ; School improvement programs ; Educational change ; Education ; School improvement programs ; School improvement programs ; United States ; EDUCATION ; Administration ; General ; Education ; Standards ; Educational change ; Electronic books
    Kurzfassung: Introduction: Framing the Problem -- Cognitively Guided Instruction: Challenging the Core of Educational Practice-- The National Writing Project: Scaling Up and Scaling Down -- Impediments to Scaling Up Effective Comprehensive School Reform Models -- Scaling Up Success For All: Lessons for Policy and Practice -- Taking Education Programs to Scale: Lessons from the Field -- Reaching for Coherence in School Reform: The Case of America's Choice -- A Different Way of Growing -- Co-nect at the Crossroads: Four Considerations on Getting to Scale -- Scaling Up Turning Points Through Autonomous Regional Centers -- Scaling Up Talent Development High Schools: Lessons Learned from Comprehensive High School Reform -- Taking High Schools That Work to Scale: The Evolution of a High School Reform Program -- The First Few Years of Edison Schools: Ten Lessons in Getting to Scale -- School Districts as Learning Organizations: A Strategy for Scaling Education Reform -- Choices and Consequences in the Bay Area School Reform Collaborative: Building the Capacity to Scale Up Whole-School Improvement Chapter Sixteen: Leveraging the Market to Scale Up School Improvement Programs: A Fee-for-Service Primer for Foundations and Nonprofits -- Summary: Toward a More Systematic Approach to Expanding the Reach of Educational Interventions -- Appendix: Contributors Program Descriptions and Contact Information
    Kurzfassung: Introduction: Framing the Problem -- Cognitively Guided Instruction: Challenging the Core of Educational Practice-- The National Writing Project: Scaling Up and Scaling Down -- Impediments to Scaling Up Effective Comprehensive School Reform Models -- Scaling Up Success For All: Lessons for Policy and Practice -- Taking Education Programs to Scale: Lessons from the Field -- Reaching for Coherence in School Reform: The Case of America's Choice -- A Different Way of Growing -- Co-nect at the Crossroads: Four Considerations on Getting to Scale -- Scaling Up Turning Points Through Autonomous Regional Centers -- Scaling Up Talent Development High Schools: Lessons Learned from Comprehensive High School Reform -- Taking High Schools That Work to Scale: The Evolution of a High School Reform Program -- The First Few Years of Edison Schools: Ten Lessons in Getting to Scale -- School Districts as Learning Organizations: A Strategy for Scaling Education Reform -- Choices and Consequences in the Bay Area School Reform Collaborative: Building the Capacity to Scale Up Whole-School Improvement Chapter Sixteen: Leveraging the Market to Scale Up School Improvement Programs: A Fee-for-Service Primer for Foundations and Nonprofits -- Summary: Toward a More Systematic Approach to Expanding the Reach of Educational Interventions -- Appendix: Contributors Program Descriptions and Contact Information
    Anmerkung: "MG-248-FF"--Page 4 of cover , At foot of t.p.: Rand Education , Includes bibliographical references
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  • 11
    Online-Ressource
    Online-Ressource
    Santa Monica, CA : Rand
    ISBN: 9780833031167 , 0833032259 , 0833031163 , 9780833032256
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxxi, 163 pages)
    Ausgabe: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Serie: Online Rand research documents
    Paralleltitel: Print version Challenges of conflicting school reforms
    Schlagwort(e): New American Schools (Organization) ; New American Schools (Organization) ; Educational change Case studies ; Educational change ; Poor children Case studies Education ; Poor children Education ; School improvement programs ; School improvement programs Case studies ; Educational change ; Educational change ; Poor children ; Poor children ; School improvement programs ; School improvement programs ; EDUCATION ; Administration ; General ; EDUCATION ; Educational Policy & Reform ; General ; Educational change ; Poor children ; Education ; School improvement programs ; Texas ; San Antonio ; United States ; New American Schools (Organization) ; Case studies ; Electronic books ; Electronic books
    Kurzfassung: New American Schools' Ambitions for Changing High-Poverty Classrooms -- Sources of Data -- The District Context for Implementation of New American Schools' Designs in San Antonio -- Implementation of New American Schools Within a System of High-Stakes Accountability -- Classrooms Implementing NAS Design in a Reform-Minded District -- Effects of Instructional Conditions on Student Achievement -- Implications for School Improvement in High-Poverty Settings
    Kurzfassung: New American Schools' Ambitions for Changing High-Poverty Classrooms -- Sources of Data -- The District Context for Implementation of New American Schools' Designs in San Antonio -- Implementation of New American Schools Within a System of High-Stakes Accountability -- Classrooms Implementing NAS Design in a Reform-Minded District -- Effects of Instructional Conditions on Student Achievement -- Implications for School Improvement in High-Poverty Settings
    Anmerkung: "MR-1483-EDU"--Page 4 of cover , "Supported by New American Schools , "Rand Education , Includes bibliographical references (pages 155-163) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
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  • 12
    Online-Ressource
    Online-Ressource
    Santa Monica, CA : Rand Education
    ISBN: 9780833032553 , 0833032550 , 9780833027658 , 0585418381 , 0833027654 , 9780585418384
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xxv, 266 pages)
    Ausgabe: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Paralleltitel: Print version Rhetoric versus reality
    DDC: 379.1/11
    Schlagwort(e): Charter schools ; School choice ; Charter schools ; Educational vouchers ; Educational vouchers ; School choice ; Charter schools ; School choice ; Charter schools ; Educational vouchers ; Educational vouchers ; School choice ; EDUCATION ; Finance ; EDUCATION ; Educational Policy & Reform ; General ; Charter schools ; Educational vouchers ; School choice ; United States ; Electronic books
    Kurzfassung: Widespread dissatisfaction with our nation's public education system has led to proposals for a variety of reforms to improve educational outcomes. One highly controversial proposal would provide financial grants, or "vouchers," for use at any public or private school. Another, more politically popular proposal would establish "charter" schools, funded by public money and approved by a public agency but operating outside the traditional system of public-school governance. Both vouchers and charters promote educational choice, market accountability, and schools that are autonomously operated by non-government organizations. This book seeks to identify and articulate the full range of empirical questions that must be answered to fully assess the wisdom of policies that promote either of these alternatives. Eschewing the polemics that characterize both sides of the debate on school choice, the authors provide a comprehensive assessment of what is known about the effects of vouchers and charters in terms of five important outcomes: academic achievement, family choice, equitable access, racial/ethnic integration, and civic socialization. The book discusses the important empirical questions that are as yet unresolved and considers the prospects for answering them in the future. Finally, it explores the details of the design of voucher and charter policies, concluding with recommendations for policymakers who are considering their enactment
    Beschreibung / Inhaltsverzeichnis: Family Choice and the Common School -- The Movement for Choice in Education -- Common Features of Voucher and Charter Schools -- Admission by Choice -- Market Accountability -- Autonomous, Nongovernment Operation -- Public Policy and Private Choice: A Note on the Scope of Our Inquiry -- Challenging the Common School Model -- The Common School Model -- The Challenge -- "Private" or "Public"? -- Defining the Relevant Empirical Issues -- Academic Achievement -- Choice -- Access -- Integration -- Civic Socialization -- Values and Knowledge in the School-Choice Debate -- Summary: Key Policy Questions in Brief -- Vouchers and Charters in Policy and Practice -- Policy-Design Dimensions Common to Voucher and Charter Programs -- Regulatory Dimensions -- Financing Dimensions -- Examples of Regulatory and Financing Differences -- Differences Between Voucher and Charter Programs -- Public Accountability -- Religion -- Participation of Existing Private Schools -- Funding -- Education Tax Subsidies -- Sample Voucher and Charter Policies -- Sample Voucher Programs -- Sample Charter Laws -- Universal-Choice Systems of Autonomous Schools -- Characteristics of Voucher and Charter Schools -- Enrollment, School Size, and Pupil-Teacher Ratio -- Grade-Level Configuration -- Teachers -- Program Content -- Complementary Programs and Resources -- Academic Achievement -- Theoretical Arguments -- Effects on Students in Voucher and Charter Schools -- Methodological Issues -- Evidence from Voucher Programs -- Evidence from Charter Schools.
    Anmerkung: "MR-1118-EDU"--Page 4 of cover , Includes bibliographical references (pages 235-266) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
    URL: Volltext  (kostenfrei)
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