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Amid today's heightened attention on student achievement, school
boards find their responsibilities intensified and transformed. In
this age of accountability, all school boards need to consider how
best to maintain a focus on student achievement and promote it
through district and school policies. The Essential School Board
Book answers this challenge in direct and practical terms. It
highlights effective practices that are common to high-functioning
boards around the country-boards that are working successfully with
their superintendents and communities to improve teaching and
learning. In a highly readable and accessible fashion, the book
summarizes research linking school board practices to student
achievement. It features stories of sixteen diverse boards around
the country-elected and appointed; rural, urban, and suburban-and
the policies and procedures they have employed to enhance student
achievement. Also included is a resource section for those
investigating successful school board policies and practices in
more depth.
Organized around the four key areas outlined in the U. S.
Department of Education's Race to the Top program, Strategic
Priorities for School Improvement presents a collection of seminal
articles on standards and assessment; using data to improve
learning; recruiting and retaining great teachers and leaders; and
turning around failing schools. Contributors include Karin
Chenoweth, Stacey Childress, Elizabeth A. City, Rachel E. Curtis,
Richard F. Elmore, Susan Moore Johnson, Ellen Moir, Richard J.
Murnane, W. James Popham, Robert Rothman, Alexander Russo, D. Brent
Stephens, and Nancy Walser.
Organized around the four key areas outlined in the U. S.
Department of Education's Race to the Top program, this volume
presents a collection of seminal articles on standards and
assessment; using data to improve learning; recruiting and
retaining great teachers and leaders; and turning around failing
schools.
Nobody stays in school because of Algebra 2." This educator's
chance remark captures an essential truth: what keeps students in
school-or fails to-is rarely the content that they are taught. Only
when students feel engaged both socially and academically can
schools and teachers lay the groundwork to motivate achievement.
This volume, the fifth in the Harvard Education Letter Spotlight
series, brings together fifteen seminal articles that examine
research and practice on these complex and interrelated issues.
Nobody stays in school because of Algebra 2." This educator's
chance remark captures an essential truth: what keeps students in
school-or fails to-is rarely the content that they are taught. Only
when students feel engaged both socially and academically can
schools and teachers lay the groundwork to motivate achievement.
This volume, the fifth in the Harvard Education Letter Spotlight
series, brings together fifteen seminal articles that examine
research and practice on these complex and interrelated issues.
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