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Curriculum : district stories of a path to improved achievement /
A curriculum is not known to improve academic achievements. This book offers case studies of three Connecticut districts of high, medium and low socio-economic status, three districts from a national sample that won the prestigious Booker prize mainly representing low SES districts, and 10 districts...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
nova publishers,
[2014]
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| Colección: | Education in a competitive and globalizing world series.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- ""CURRICULUM DISTRICT STORIES OF A PATH TO IMPROVED ACHIEVEMENT""; ""CURRICULUM DISTRICT STORIES OF A PATH TO IMPROVED ACHIEVEMENT""; ""Library of Congress Cataloging-in-Publication Data""; ""Contents""; ""Acknowledgments""; ""Introduction to Part One:""; ""Chapters 1 and 2""; ""Chapter 1 Introduction and Book Summary""; ""Introduction""; ""The ASIA Framework � An Overview""; ""Quick Critiques of Existing Curriculum Development Models""; ""Structure of the Book""; ""References""; ""Chapter 2 The Balanced Curriculum Model""; ""Introduction to the Balanced Curriculum Model""
- ""1. Courses, Units and Significant Tasks Guide Time, Content and Process Dimensions of the Curriculum""""2. Align Significant Tasks to Standards and High-Stakes Assessment Specifications""; ""3. Balancing the Aligned Curriculum""; ""4. Assessing the Curriculum""; ""5. Implementing the Curriculum""; ""6. Modifying the Curriculum""; ""Results from Schools and Districts Implementing the Balanced Curriculum Model""; ""How the Balanced Curriculum Addresses the ASIA Framework""; ""Alignment""; ""Implications for Teachers""; ""Implications for Principals""; ""Implications for Central Office""
- ""Structure of the Curriculum and Stability""""Implications for Teachers""; ""Implications for Principals""; ""Implications for the Central Office""; ""Implementation and Infrastructure""; ""Comments""; ""Completions""; ""Yearly Curriculum Revisions""; ""Implications for Teachers""; ""Implications for Principals""; ""Implications for Central Office""; ""Assessments""; ""Implications for Teachers""; ""Implications for Administrators""; ""Implications for the Central Office""; ""Assessments""; ""Implications for Teachers""; ""Implications for Principals""
- ""Implications for the Central Office""""References""; ""Introduction to Part Two: Chapters 3, 4, 5, 6 and 7""; ""Chapter 3 The Alignment Research""; ""Introduction to Alignment""; ""What Is Alignment?""; ""The Alignment Matrix""; ""Alignment of the Taught Curriculum to the Written and Tested Curriculum""; ""Alignment and the Written Curriculum � Textbooks""; ""Alignment of State Tests to State Standards:""; ""The Written � Tested Connection""; ""Alignment Ideas from AAAS (American Association for the Advancement of Science) of Project 2061""
- ""Alignment Ideas From TIMSS (Third International Mathematics and Science Study)""""Alignment between the Tested and the Taught Curriculum""; ""Alignment in Relation to the Other ASIA Criteria""; ""References""; ""Chapter 4 Curriculum Structure and District Leadership Stability""; ""Introduction""; ""Curriculum�s Purpose is to Reduce Variation in""; ""Teaching Outcomes""; ""The “Common� Definition of Curriculum""; ""Our Definition of Curriculum""; ""Part 1: “Curriculum is the District�s Written Plan��""