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System-wide Efforts to Improve Student Achievement
Strong system-wide support is increasingly being identified as laying an important role in policy efforts aimed at increasing student achievement (Hightower, Knapp, March, and McLaughlin: 2002). Yet current research often views district and other system-wide support as largely governance changes without substantive linkage to school improvement outcomes (Cuban and Usdan: 2003). In this volume we seek to deepen our understanding of the role of school districts and system-wide initiatives through a series of case studies that focus on how school districts and system-wide actors facilitate policy innovation and reform initiatives that are designed to improve student achievement. Through both quantitative and qualitative studies from diverse settings across the country, chapters in this volume examine the role of instructional technology, alternative accountability practices, management and partnership reforms, and school improvement efforts through new incentive and support practices. While challenges remain, these case studies demonstrate how districts support and facilitate school change aimed at improving student achievement.
The Foundational Handbook on Improvement Research in Education
The Foundational Handbook on Improvement Research in Education is a pathbreaking effort to build a field of research committed to producing the practical knowledge needed to advance educational access, quality, and equity. This is research distinguished by the use of inclusive, iterative approaches to analysis, design, implementation, and evaluation to understand and address educational opportunities, needs, and problems grounded deeply in school and community contexts. Designed for researchers, students, and educators, the handbook elaborates the intellectual foundations, explores the organizational and policy contexts, reviews approaches, and examines methods of improvement research. It features contributions from a plural community of researchers with expertise in the learning sciences, instructional improvement, organizational and policy studies, and research methodologies, many with extensive experience collaborating with teachers, leadership, families, and advocates in local problem solving and design.
The Infrastructure of Accountability
The Infrastructure of Accountability brings together leading and emerging scholars who set forth an ambitious conceptual framework for understanding the full impact of large-scale, performance-based accountability systems on education. Over the past 20 years, schools and school systems have been utterly reshaped by the demands of test-based accountability. Interest in large-scale performance data has reached an unprecedented high point. Yet most education researchers focus primarily on questions of data quality and the effectiveness of data use. In this bold and thought-provoking volume, the contributors look beneath the surface of all this activity to uncover the hidden infrastructure that supports the production, flow, and use of data in education, and explore the impact of these large-scale information systems on American schooling. These systems, the editors note, “sit at the juncture of technical networks, work practices, knowledge production, and moral order.
Graduate & Professional Programs: An Overview 2011 (Grad 1)
An Overview contains more than 2,300 university/college profiles that offer valuable information on graduate and professional degrees and certificates, enrollment figures, tuition, financial support, housing, faculty, research affiliations, library facilities, and contact information. This graduate guide enables students to explore program listings by field and institution. Two-page in-depth descriptions, written by administrators at featured institutions, give complete details on the graduate study available. Readers will benefit from the expert advice on the admissions process, financial support, and accrediting agencies.
Samuel Miller
Family of Samuel Miller (born about 1794-1800; died before July 4, 1831 in Montgomery County, Mt. Vernon, Georgia).
The Education Mayor
In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states. The authors seek to answer four central questions: * What does school governance look like under mayoral leadership? * How does mayoral control affect school and student performa...
Through Jaundiced Eyes
A ground-breaking study of the Hadrami community in Indonesia. The book considers the evolution of Indonesian Arab identity in the context of the rise of nationalism throughout Southeast Asia during the early twentieth century.
The Wroe and Chancellor Families
William Wroe (ca. 1670-1730) was born in England and immigrated to Virginia as a young man. He married Judith Browne, a daughter of Original Browne and Jane Brookes, ca. 1697. They had seven children. After her death, before 1725, he married Hannah Mason, a widow. They had no children. Many descendants live in the eastern and southern United States.
Capital, Coercion, and Crime
Drawing on in-depth research in the Philippines, this book reveals how local forms of political and economic monopoly may thrive under conditions of democracy and capitalist development.
Healthy Voices, Unhealthy Silence
Public silence in policymaking can be deafening. When advocates for a disadvantaged group decline to speak up, not only are their concerns not recorded or acted upon, but also the collective strength of the unspoken argument is lessened—a situation that undermines the workings of deliberative democracy by reflecting only the concerns of more powerful interests. But why do so many advocates remain silent on key issues they care about and how does that silence contribute to narrowly defined policies? What can individuals and organizations do to amplify their privately expressed concerns for policy change? In Healthy Voices, Unhealthy Silence, Colleen M. Grogan and Michael K. Gusmano address ...
