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|a UAMI
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| 100 |
1 |
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|a Borman, Kathryn M.
|
| 245 |
1 |
0 |
|a Meaningful urban education reform :
|b confronting the learning crisis in mathematics and science /
|c by Kathryn M. Borman [and others].
|
| 260 |
|
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|a Albany :
|b State University of New York Press,
|c ©2005.
|
| 300 |
|
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|a 1 online resource (xvi, 285 pages) :
|b illustrations
|
| 336 |
|
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
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|a online resource
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| 347 |
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|a data file
|
| 490 |
1 |
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|a SUNY series, power, social identity, and education
|
| 504 |
|
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|a Includes bibliographical references (pages 271-178) and index.
|
| 588 |
0 |
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|a Print version record.
|
| 505 |
0 |
0 |
|g Machine generated contents note:
|t Systemic Reform --
|t School Culture-A Possible 7th Driver --
|t Current Crisis: Closing the Persistent Achievement Gap --
|t Assessing the Impact of the Urban Systemic Initiatives --
|t School Districts and Cities --
|t Research on Systemic Reform --
|t District and School Administrator Participants --
|t Barriers to Reform --
|t Influence of Assessments --
|t Conclusion --
|t Engaging Stakeholders --
|t School-Level Reports of Increasing Stakeholder Involvement --
|t Community Stakeholders' View of USI Impact on Their Involvement --
|t Conclusion --
|t Professional Development and Standards-Based Practices --
|t Implications for Practice and Policy --
|t Conclusion --
|t Instructional Practices --
|t Understanding Instructional Practices: Our Measurement Tools --
|t Looking at Instructional Practices --
|t Combining Perspectives on Instructional Practices Using Cluster Analysis --
|t Conclusion --
|t Experience Sampling Method --
|t Conclusion --
|t Development of the Model --
|t Miami-Dade Initiative --
|t Chicago Initiative --
|t Summary --
|t Conclusion --
|t School Culture --
|t Influence of School Culture on Classroom Practices --
|t Measuring School Culture, Professional Development, and Classroom Practices --
|t Measuring Student Achievement, Professional Development, and Classroom Practices across Sites --
|t Conclusion --
|t What Matters at the District Level --
|t What Matters at the School Level --
|t What Matters at the Classroom Level.
|
| 590 |
|
|
|a eBooks on EBSCOhost
|b EBSCO eBook Subscription Academic Collection - Worldwide
|
| 650 |
|
0 |
|a Mathematics
|x Study and teaching
|z United States.
|
| 650 |
|
0 |
|a Science
|x Study and teaching
|z United States.
|
| 650 |
|
0 |
|a Curriculum change
|z United States.
|
| 650 |
|
6 |
|a Mathématiques
|x Étude et enseignement
|z États-Unis.
|
| 650 |
|
6 |
|a Sciences
|x Étude et enseignement
|z États-Unis.
|
| 650 |
|
6 |
|a Programmes d'études
|x Changements
|z États-Unis.
|
| 650 |
|
7 |
|a MATHEMATICS
|x Study & Teaching.
|2 bisacsh
|
| 650 |
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|
| 650 |
|
7 |
|a Mathematics
|x Study and teaching
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|
| 650 |
|
7 |
|a Science
|x Study and teaching
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|
| 651 |
|
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|a United States
|2 fast
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|i Print version:
|a Borman, Kathryn M.
|t Meaningful urban education reform.
|d Albany : State University of New York Press, ©2005
|z 079146329X
|z 0791463303
|w (DLC) 2004045256
|w (OCoLC)54677675
|
| 830 |
|
0 |
|a SUNY series, power, social identity, and education.
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