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Challenges and potential of a collaborative approach to education reform /
Dissatisfied with the results of earlier efforts to improve educational outcomes in U.S. schools, the Ford Foundation developed a program called the Collaborating for Education Reform Initiative (CERI) that provided grants to collaboratives of community-based organizations in urban settings as a way...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Santa Monica, CA :
RAND,
©2004.
©2004 |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Challenges and potential of a collaborative approach to education reform / |c Susan Bodilly [and others]. |
| 260 | |a Santa Monica, CA : |b RAND, |c ©2004. | ||
| 264 | 4 | |c ©2004 | |
| 300 | |a 1 online resource (xxv, 160 pages) : |b illustrations | ||
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| 504 | |a Includes bibliographical references (pages 157-160). | ||
| 505 | 0 | |a Introduction -- Literature Review, Indicators, and Methodology -- History of CERI Reform -- Progress of Sites -- Themes from CERI -- Conclusions and Observations -- Appendix: Collaborative Context. | |
| 520 | |a Dissatisfied with the results of earlier efforts to improve educational outcomes in U.S. schools, the Ford Foundation developed a program called the Collaborating for Education Reform Initiative (CERI) that provided grants to collaboratives of community-based organizations in urban settings as a way to address systemic barriers to high-quality teaching and learning. Eight collaboratives signed on, and, over four years, the RAND Corporation assessed the progress of the program. The authors of this report found that the eight sites made varying degrees of progress and, while none had reached the final outcomes desired, some of the collaboratives offered considerable promise. Although success is far from certain, by adopting such techniques as clear communication of expectations, engaging school staff, and using data to alter strategies as necessary, collaboratives stand a better chance of becoming self-sustaining and positively affecting student learning. | ||
| 588 | 0 | |a Print version record. | |
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| 650 | 0 | |a School improvement programs |z United States |v Case studies. | |
| 650 | 0 | |a Community and school |z United States |v Case studies. | |
| 650 | 0 | |a Education, Urban |z United States |v Case studies. | |
| 650 | 6 | |a Enseignement |x Réforme |z États-Unis |v Études de cas. | |
| 650 | 6 | |a Enseignement en milieu urbain |z États-Unis |v Études de cas. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Educational Policy & Reform |x General. |2 bisacsh | |
| 650 | 7 | |a Community and school |2 fast | |
| 650 | 7 | |a Education, Urban |2 fast | |
| 650 | 7 | |a School improvement programs |2 fast | |
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| 655 | 7 | |a Case studies |2 fast | |
| 700 | 1 | |a Bodilly, Susan J. | |
| 710 | 2 | |a Rand Corporation. | |
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| 776 | 0 | 8 | |i Print version: |t Challenges and potential of a collaborative approach to education reform. |d Santa Monica, CA : RAND, ©2004 |w (DLC) 2004012847 |
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