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Author : California. Department of Education
Publisher : Unknown
Page : 64 pages
File Size : 50,9 Mb
Release : 1998
Category : Education
ISBN : STANFORD:36105021868521
Author : California. Department of Education
Publisher : Unknown
Page : 84 pages
File Size : 51,5 Mb
Release : 1998
Category : Health education
ISBN : UCSD:31822026100529
Author : California. Department of Education
Publisher : Unknown
Page : 168 pages
File Size : 51,8 Mb
Release : 1997
Category : Education
ISBN : OCLC:39220132
Author : California Department of Education
Publisher : Unknown
Page : 128 pages
File Size : 42,9 Mb
Release : 2000-10-03
Category : Electronic
ISBN : 0801115019
Author : Richard W. Strong,Harvey F. Silver,Matthew J. Perini
Publisher : ASCD
Page : 148 pages
File Size : 42,6 Mb
Release : 2001
Category : Education
ISBN : UCSC:32106011276273
Identifies four classroom standards designed to improve student performance on state tests and allow schools and teachers some creative leeway, including rigor, thought, diversity, and authenticity, each with an explanation and related teaching and assessment strategies.
Author : Anonim
Publisher : Unknown
Page : 464 pages
File Size : 49,8 Mb
Release : 1997
Category : Career education
ISBN : UCSD:31822023891732
Author : Linda Darling-Hammond,Nicole Ramos-Beban,Rebecca Padnos Altamirano,Maria E. Hyler
Publisher : Teachers College Press
Page : 250 pages
File Size : 51,9 Mb
Release : 2015
Category : Education
ISBN : 9780807774526
Be the Change tells the remarkable story of an innovative public high school launched by dedicated teachers in East Palo Alto, California, one of a growing number of low-income communities starved of the resources needed to serve its students and schools. Chronicling a rags-to-riches story of how two very different communities came together to change the historical trajectory of educational failure that had robbed so many students of their futures, Be the Change demonstrates how to plant the seeds of new possibilities in its place. The school’s unique design, modeled after successful small schools in New York City, offers authentic and engaging instruction in a personalized setting that has allowed students who start off far behind to graduate and go on to college in record numbers. Each chapter examines one of the critical elements the teachers found essential to enable student success: the creation of an academic culture, the development of high standards with high supports, and the process of learning to teach so that students can learn. “A powerful and compelling tale about how educators, parents, and representatives of one of America's most powerful universities came together to create a school that is now a beacon of pride and hope. Their struggle to overcome the obstacles they encountered along the way will inspire others who seek to find ways to use education as a means to break the cycle of poverty and to expand opportunity and justice.” —Pedro A. Noguera, distinguished professor of education, Graduate School of Education and Information Sciences, UCLA “This is the story of a little school that could. Could get students to college and beyond, that is. It’s filled with evidence, quotes, and anecdotes, but more importantly it demonstrates that will and skill, aligned with vision and values, results in learning environments in which students thrive. While acknowledging the challenges, trials, and tribulations of creating and leading an urban high school, the authors share their success in a passionate and compelling way, inviting others to learn alongside them as they build successful futures for their students.” —Douglas Fisher, professor of educational leadership, San Diego State University “With demanding academics, loving support, and genuine affirmation, the staff, parents, community members, and other supporters of EPAA, as well as Stanford faculty and staff, present an encouraging picture of the kind of high school all young people deserve. This kind of success is not easy, but in describing how it can be done, Linda Darling-Hammond and her co-authors have provided a stirring example for all of those interested in equity and hope for our public schools.” —Sonia Nieto, professor emerita, Language, Literacy, and Culture, College of Education, University of Massachusetts, Amherst
Author : National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Title I Testing and Assessment
Publisher : National Academies Press
Page : 136 pages
File Size : 40,8 Mb
Release : 1999-10-06
Category : Education
ISBN : 9780309172868
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author : Anonim
Publisher : Unknown
Page : 166 pages
File Size : 50,6 Mb
Release : 1997
Category : Education
ISBN : STANFORD:36105021476143
Author : California State Dept. of Education, Sacramento
Publisher : Unknown
Page : 284 pages
File Size : 46,9 Mb
Release : 1998
Category : Education
ISBN : STANFORD:36105021868539
This book is meant to be used with the 1997 publication "Challenge Standards for Student Success: Language Arts" by providing additional student work to illustrate grade level standards. The works are intended to provoke discussion among teachers about whether or not a student has met the language arts standards and about what kind of student work constitutes meeting the standards. These examples were chosen by teachers throughout California. Each example consists of the actual student work, a statement relating the work to the standards, a graph showing which standards are being met, the assignment, a commentary about the student work, and, sometimes, teacher comments on the work. Student works are presented for each grade from kindergarten through eighth grade and also for the high school level. (EF)
Author : Ron Berger,Libby Woodfin,Anne Vilen
Publisher : John Wiley & Sons
Page : 434 pages
File Size : 53,7 Mb
Release : 2016-02-17
Category : Education
ISBN : 9781119253549
A practical guide to deeper instruction—a framework for challenging, engaging, and empowering students of all ages For schools to meet ambitious new standards and prepare all students for college, careers, and life, research has shown unequivocally that nothing is more important that the quality of daily instruction. Learning That Lasts presents a new vision for classroom instruction that sharpens and deepens the quality of lessons in all subject areas. It is the opposite of a 'teacher-proof' solution. Instead, it is predicated on a model of instruction that honors teachers as creative and expert planners of learning experiences for their students and who wish to continuously grow in their instructional and content knowledge. It is not a theoretical vision. It is a model of instruction refined in some of the nation's most successful public schools—schools that are beating the odds to create remarkable achievement—sited primarily in urban and rural low-income communities. Using case studies and examples of powerful learning at all grade levels and in all disciplines, Learning That Lasts is a guide to creating classrooms that promote deeper understanding, higher order thinking, and student independence. Through text and companion videos, readers will enter inspiring classrooms where students go beyond basics to become innovators, collaborators, and creators. Learning That Lasts embraces a three-dimensional view of student achievement that includes mastery of knowledge and skills, character, and high-quality work. It is a guide for teachers who wish to make learning more meaningful, memorable, and connected to life, and inspire students to do more than they think possible.
Author : Bryan Goodwin
Publisher : ASCD
Page : 195 pages
File Size : 48,5 Mb
Release : 2011
Category : Education
ISBN : 9781416614012
We already know what works in schools; we just need to focus on getting it right. This is the premise of Simply Better: Doing What Matters Most to Change the Odds for Student Success, which offers a practical, research-based framework for improving student achievement. According to author Bryan Goodwin, decades of research have shown time and again that focusing on the following five essential practices can vastly increase students' chances of doing well in school: * Guaranteeing that instruction is challenging, engaging, and intentional * Ensuring curricular pathways to success * Providing whole-child student supports * Creating high-performance school cultures * Developing data-driven, high-reliability district systems Whether at the district-, school-, or classroom-level, educators don't need to reinvent the wheel or pursue the latest trends to ensure that students succeed. This powerful book reveals what research clearly shows works best in schools, and provides a valuable blueprint for turning that knowledge into visible results.
Author : California. Department of Education
Publisher : Hippocrene Books
Page : 174 pages
File Size : 52,6 Mb
Release : 1998
Category : Art
ISBN : UCSD:31822026100461
Author : Wayne Hulley,Linda Dier
Publisher : Solution Tree Press
Page : 151 pages
File Size : 44,7 Mb
Release : 2011-11-02
Category : Education
ISBN : 9781936765812
Discover a proven way to deal effectively with the white waters of change in education, and create a culture of hope in which students receive the support they need to achieve success. The authors’ extensive experience with effective schools research and the power of the professional learning community combine to create a uniquely hopeful approach that results in effective and efficient schools.
Author : Lisa M. Nunn
Publisher : Rutgers University Press
Page : 189 pages
File Size : 43,9 Mb
Release : 2014-04-15
Category : Social Science
ISBN : 9780813563633
The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure.
