Focusing on parent involvement in children's education in the USA, this volume covers such topics as: government support; parent-school communication; parent-child literacy projects; preparation for teachers; and parent centres.
This volume on teaching small classes is divided into the sections: lessons learned about best teaching practices in small classes; implementing and supporting small class programmes; evaluating small class initiatives; and teachers voices.
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 goal of this book is to generate discussion not only about how we can create meaningful educational experiences for all learners, but to challenge systems that necessitate a resilient nature.
Education Reform in the American States is a timely evaluation of the accountability movement in American public education, culminating in the No Child Left Behind Act, federal legislation of 2002.
With the publication of this book, the scholarly journal Issues in Education: Contributions from Educational Psychology is moving to a book series publication format.
As Western educational practices have become global, the cultural aspects and the problems associated with them have become more apparent as they are contrasted with local ways of learning and knowing in the widely diverse societies around the world.
This book is different than its predecessors in that it identifies and synthesizes twelve key constructs that have important implications for both administrators and researchers; these constructs guide administrators engaged in meaningful school improvement efforts and provide researchers an agenda for future study.
The collection of papers in this volume have a combined synergy that exudes a sense of hope and confidence that our progress in the Professional Development Schools research movement has been substantial and vibrant, even though some would argue that the strides are not enough nor fast enough to make a significant difference.
This book presents cases of schools (Part One) and programs at the district level and beyond (Part Two) in which reform, while driven by high-stakes accountability, became larger and deeper through data-driven dialogue, culture change, organizational learning, and other elements of high performing cultures.
This text is divided into four parts: exploring theoretical paradigms in design, development and enactment of PDSs; standard-based teacher education and PDSs; best practices profiles of PDSs that advance understanding of research in the field; and toward a research agenda that strengthens PDSs.
Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
(Published in cooperation with The Center on Innovation & Improvement)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.
How Stakeholders Can Support Teacher Quality compiles the proceedings from the Milken Family Foundation's National Education Conference (NEC), which took place in Washington, D.
This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005.
Broad-based, inclusive decision-making is the historical foundation for determining what should and can be taught, how institutions should grow, and who should become a part of the academic community.
This volume in "e;The Handbook of Research on Middle Level Education"e; gives an introduction to professional preparation and development of middle level teachers and administrators.
This book is about getting organized, establishing clarity of thought, following the guidelines, and taking care to get the application right the first time.
In this third volume of Research in Education Fiscal Policy and Practice, editors Jennifer King Rice and Christopher Roellke have assembled a diversity of research studies focused on the current policy environment of high stakes accountability and how this context has impacted educators and students at multiple levels of the system.
Covering such issues as teaching quality, the interface between public and private schooling, and measuring school efficiency, this text addresses the improvement of educational productivity in the USA
This is the second in a series of monographs by the Family, School, Community Partnership (FSCP) Special Interest Group of the American Educational Research Association.
Improving Student Achievement: Reforms that Work expands on the first volume in the Milken Family Foundation series on education policy, Talented Teachers: The Essential Force for Improving Student Achievement.
This book is divided into four parts: overview and scope of the problem; current challenges to funding of school infrastructure; the future of school infrastructure funding; and conclusion.
The failure of American education to achieve racial diversity has resulted from the inability of educational researchers, policy makers and judicial officials to disentangle the complex definitions that have emerged in a post-segregated society.
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).
The Advances in Service-Learning Research book series was established to initiate the publication of a set of comprehensive research volumes that would present and discuss a wide range of issues in this broad field called service-learning.
The invited authors of this edited volume have been prolific in the arena of Real Data Analysis (RDA) as it applies to the social and behavioral sciences, especially in the disciplines of education and psychology.
This work expands on the ideas and themes discussed in the first two volumes in this series on education policy: The first book - Talented Teachers: The Essential Force for Improving Student Achievement - examines the importance of teacher quality.
The mission of the book series, Research in Science Education, is to provide a comprehensive view of current and emerging knowledge, research strategies, and policy in specific professional fields of science education.
Comprises three sections: emerging models for connecting community services reform; the impact of school- and community-based interventions and children's learning and development; and state and federal policies for building partnerships to improve outcomes for children and families.
