For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year's work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views. Initial versions of the chapters were discussed at a national invitational conference sponsored by the Laboratory for Student Success, the Mid-Atlantic...
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement...
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year's work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views. Initial versions of the chapters were discussed at a national invitational conference sponsored by the Laboratory for Student Success, the Mid-Atlantic...
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement...
This volume, however, is not primarily concerned with what students should learn, nor even how they should learn. Rather it concerns how we can discover the best means and conditions for teaching them in school, at home, and in society. Expressed more explicitly, we seek to find out how students can learn efficiently or productively as much as possible within a given amount of time and resources. As in agriculture, medicine, public health, and modern industries, we can turn to rigorous science as one of the best sources for informing ourselves. Thus, the purpose of this book was to seek...
This volume, however, is not primarily concerned with what students should learn, nor even how they should learn. Rather it concerns how we can discov...
This volume, however, is not primarily concerned with what students should learn, nor even how they should learn. Rather it concerns how we can discover the best means and conditions for teaching them in school, at home, and in society. Expressed more explicitly, we seek to find out how students can learn efficiently or productively as much as possible within a given amount of time and resources. As in agriculture, medicine, public health, and modern industries, we can turn to rigorous science as one of the best sources for informing ourselves. Thus, the purpose of this book was to seek...
This volume, however, is not primarily concerned with what students should learn, nor even how they should learn. Rather it concerns how we can discov...
The chapters included in this book were commissioned to serve as the background for the national invitational conferencesponsored by the LSS at Temple University Center for Research in Human Development and Education (CRHDE). The conferenceand the publication of the conference proceedings were supported by the Institute of Education Sciences (IES) of theU. S. Department of Education. The opinions expressed do not necessarily reflect the positions of the supporting agencies andno official endorsement should be inferred.
The chapters included in this book were commissioned to serve as the background for the national invitational conferencesponsored by the LSS at Temple...
The chapters included in this book were commissioned to serve as the background for the national invitational conference sponsored by the LSS at Temple University Center for Research in Human Development and Education (CRHDE). The conference and the publication of the conference proceedings were supported by the Institute of Education Sciences (IES) of the U. S. Department of Education. The opinions expressed do not necessarily reflect the positions of the supporting agencies and no official endorsement should be inferred.
The chapters included in this book were commissioned to serve as the background for the national invitational conference sponsored by the LSS at Templ...
As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools. Sponsored by the U.S. Department of Education, the Center on Innovation & Improvement (CII) engaged leading experts on restructuring and school improvement to prepare modules for this handbook to assist states, districts, and schools in establishing policies, procedures, and support to successfully restructure schools. The Handbook is organized into three sections.The topic of the Handbook's modules -...
As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring...
As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools. Sponsored by the U.S. Department of Education, the Center on Innovation & Improvement (CII) engaged leading experts on restructuring and school improvement to prepare modules for this handbook to assist states, districts, and schools in establishing policies, procedures, and support to successfully restructure schools. The Handbook is organized into three sections.The topic of the Handbook's modules -...
As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring...
As subsequent chapters point out, the No Child Left Behind Act (NCLB) requires states to provide assistance to districts in improving the schools within their purview. Of course, the U.S. Constitution and federal laws leave the control of education largely to the states, and states have long provided support to school districts. In return for federal monies, however, NCLB requires states to provide such help under the statewide systems of support (SSOS) provision of the Act. The purposes of this Handbook are to survey the research related to statewide systems of support, to present the...
As subsequent chapters point out, the No Child Left Behind Act (NCLB) requires states to provide assistance to districts in improving the schools with...
In March 2010, the Obama administration released A Blueprint for Reform, setting forth its proposed revisions of the Elementary and Secondary Education Act. If enacted, the Blueprint will shape the curriculum, standards, assessments, and accountability systems of schools throughout the nation. It will also determine how and where federal education funds will be targeted, further increase federal control over K-12 education, and increase the private-sector role in the operation of public schools. In advancing this agenda, President Obama and education secretary Arne Duncan have maintained that...
In March 2010, the Obama administration released A Blueprint for Reform, setting forth its proposed revisions of the Elementary and Secondary Educatio...
