Standards: From Policy to Practice

Neuausgabe 1998
ISBN: 978-0-8039-6270-5
Verlag: CORWIN PR INC

Buch, Englisch, Band 48, 72 Seiten, Format (B × H): 137 mm x 211 mm, Gewicht: 136 g

Reihe: Controversial Issues in Educat

The reflections and experiences of educational leaders who have been pioneers in the standards movement at the national and local level in the United States are focused on in this book. The author addresses such questions as: How should standards be set and by whom? Are these standards soley for the college-bound, or are all students held to equally high expectations? What implications do standards for content and performance raise both for schools and teachers?

Autoren/Hrsg.

Lockwood, Anne Turnbaugh

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung Schulevaluation, Schulinspektion

Inhaltsverzeichnis

Standards in the Context of Democracy - Thomas A Romberg
Standards-Based Mathematics Reform in Practice - Dianne J Briars
Equity in the Standards Movement - Walter G Secada
Standards for English Language Learners - Deborah J Short
ESL Standards Enacted - Maria Helena Malagón

Über Autor(innen)

Lockwood, Anne Turnbaugh
Anne Turnbaugh Lockwood, is Senior Program Advisor in the Office of Planning and Service Coordination at the Northwest Regional Educational Laboratory in Portland, Oregon. A policy analyst, she has worked in settings that range from the Wisconsin Center for Education Research at the University of Wisconsin—Madison, her own consulting business, the American Association of School Administrators in Washington, D.C., and the Northwest Regional Educational Laboratory in Portland, OR. She is the author of seven books and over 100 articles on a wide variety of educational issues. Lockwood is a recipient of the Interpretive Scholarship Award of the American Educational Research Association, given for writing that connects research to practice. She has been an Honorary Fellow in the Department of Curriculum and Instruction and in the Wisconsin Center for Education Research, both at the University of Wisconsin—Madison. She holds a PhD in Educational Psychology from the University of Illinois at Urbana-Champaign.