From the Capitol to the Classroom

NSSE's second centennial volume focuses on standards-based reform in the U.S.: its overall theory, means of implementation and assessing impact, the ways in which schools and teachers have responded to policy changes, and the progress and future direction of reforms.

The National Society for the Study of Education Board of Directors of the Society, 2000-2001
Contributors to the Yearbook
Acknowledgments
Introduction
The Standards-based Reform Approach
Toward a Theory of Standard-Based Reform: The Case of Nine NSF Statewide Systemic Intitiatives
Standards-based Accountability: Horse Trade or Horse Whip?
Assessing Reform Implementation and Effects
Are Content Standards Being Implemented in the Classroom? A Methodology and Some Tentative Answers
Translating Teaching Practice into Improved Student Achievement
Direct Response to Reforms
Big Isn't Always Bad: School District Size, Poverty, and Standards-based Reform
The District Role in State Assessment Policy: An Exploratory Study
The Theory and Practice of Using Data to Build Capacity: State and Local Strategies and Their Effects
School Implementation and Instructional Effects
Patterns of Response in Four High Schools Under State Accountability Policies in Vermont and New York
Hedging Bets: Standards-based Reform in Classrooms
Challenging Instruction for "All Students": Policy, Practitioners, and Practice
What Can Be Said About Reform Progress
The Impact of Standards and Accountability on Teaching and Learning in Kentucky
Conclusion
Name Index
Subject Index
Publications of the Society
Table of Contents provided by Publisher. All Rights Reserved.

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From the Capitol to the Classroom

Summary

Table of Contents

Supplemental Materials

FREE SHIPPING

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From the Capitol to the Classroom

Summary

Table of Contents

Supplemental Materials

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