Review Of The Standards Of Quality In Public Education
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| Author | : Deborah Meier |
| Publisher | : Beacon Press |
| Total Pages | : 110 |
| Release | : 2000-04-24 |
| Genre | : Education |
| ISBN | : 9780807004418 |
Somewhere. . . there is a place of sanity where education is intense and substantive. . . . It's in that place that Deborah Meier has been working all these years. Her voice conveys a life of struggle in the front lines-victories and losses, hopes and disappointments. . . . It's a voice our nation needs to hear. --Jonathan Kozol, from the Foreword Acclaimed educator Deborah Meier offers a fresh take on standardized tests. While others have criticized standards and what they measure, Meier rejects the very idea of a centralized authority that dictates how and what teachers teach. Standardization, she argues, prevents citizens-including teachers-from emerging as thoughtful, responsible adults, seriously engaged with shaping their own schools, classrooms, and communities. As a result, young people can't learn from them how to be thoughtful, responsible adults and good citizens, the primary goal of public education in a democracy. The New Democracy Forum is a series of short paperback originals exploring creative solutions to our most urgent national concerns. "A civic treasure. . . . A truly good idea, carried out with intelligence and panache." --Robert Pinsky
| Author | : Douglas N. Harris |
| Publisher | : University of Chicago Press |
| Total Pages | : 320 |
| Release | : 2020-07-15 |
| Genre | : Education |
| ISBN | : 022669478X |
In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest. Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students.
| Author | : SHAPE America - Society of Health and Physical Educators |
| Publisher | : Human Kinetics |
| Total Pages | : 136 |
| Release | : 2014-03-13 |
| Genre | : Education |
| ISBN | : 1492584789 |
Focused on physical literacy and measurable outcomes, empowering physical educators to help students meet the Common Core standards, and coming from a recently renamed but longstanding organization intent on shaping a standard of excellence in physical education, National Standards & Grade-Level Outcomes for K-12 Physical Education is all that and much more. Created by SHAPE America — Society of Health and Physical Educators (formerly AAHPERD) — this text unveils the new National Standards for K-12 Physical Education. The standards and text have been retooled to support students’ holistic development. This is the third iteration of the National Standards for K-12 Physical Education, and this latest version features two prominent changes: •The term physical literacy underpins the standards. It encompasses the three domains of physical education (psychomotor, cognitive, and affective) and considers not only physical competence and knowledge but also attitudes, motivation, and the social and psychological skills needed for participation. • Grade-level outcomes support the national physical education standards. These measurable outcomes are organized by level (elementary, middle, and high school) and by standard. They provide a bridge between the new standards and K-12 physical education curriculum development and make it easy for teachers to assess and track student progress across grades, resulting in physically literate students. In developing the grade-level outcomes, the authors focus on motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity. All outcomes are written to align with the standards and with the intent of fostering lifelong physical activity. National Standards & Grade-Level Outcomes for K-12 Physical Education presents the standards and outcomes in ways that will help preservice teachers and current practitioners plan curricula, units, lessons, and tasks. The text also • empowers physical educators to help students meet the Common Core standards; • allows teachers to see the new standards and the scope and sequence for outcomes for all grade levels at a glance in a colorful, easy-to-read format; and • provides administrators, parents, and policy makers with a framework for understanding what students should know and be able to do as a result of their physical education instruction. The result is a text that teachers can confidently use in creating and enhancing high-quality programs that prepare students to be physically literate and active their whole lives.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 136 |
| Release | : 1999-10-06 |
| Genre | : Education |
| ISBN | : 0309172861 |
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
| Author | : Nicholas Tampio |
| Publisher | : JHU Press |
| Total Pages | : 215 |
| Release | : 2018-03-01 |
| Genre | : Education |
| ISBN | : 1421424649 |
How the Common Core standardizes our kids’ education—and how it threatens our democracy. The Common Core State Standards Initiative is one of the most controversial pieces of education policy to emerge in decades. Detailing what and when K–12 students should be taught, it has led to expensive reforms and displaced other valuable ways to educate children. In this nuanced and provocative book, Nicholas Tampio argues that, though national standards can raise the education bar for some students, the democratic costs outweigh the benefits. To make his case, Tampio describes the history, philosophy, content, and controversy surrounding the Common Core standards for English language arts and math. He also explains and critiques the Next Generation Science Standards, the Advanced Placement US History curriculum framework, and the National Sexuality Education Standards. Though each set of standards has admirable elements, Tampio asserts that democracies should disperse education authority rather than entrust one political or pedagogical faction to decide the country’s entire philosophy of education. Ultimately, this lively and accessible book presents a compelling case that the greater threat to democratic education comes from centralized government control rather than from local education authorities.
| Author | : Sally S. Lundblad |
| Publisher | : IAP |
| Total Pages | : 204 |
| Release | : 2005-05-01 |
| Genre | : Business & Economics |
| ISBN | : 1607524872 |
This handbook is for practitioners who lead public and private elementary schools, middle schools or high schools. While most school leaders are basically adept at public relations, this book serves as a reminder of the importance of good public relations and provides ready access to tools necessary to hone and refine public relations skills. In addition to important information about public relations, this handbook is replete with examples of good public relations practices.
| Author | : Alfie Kohn |
| Publisher | : Houghton Mifflin Harcourt |
| Total Pages | : 356 |
| Release | : 1999 |
| Genre | : Education |
| ISBN | : 9780618083459 |
Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.
| Author | : Joseph F. Murphy |
| Publisher | : Corwin Press |
| Total Pages | : 444 |
| Release | : 2016-12-21 |
| Genre | : Education |
| ISBN | : 1506387055 |
Unpack the standards and build a plan for leading learning Professional Standards for Educational Leaders introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one. Written by the primary architect of PSEL, educational leadership expert Joseph F. Murphy, this authoritative guide to understanding and applying the standards explores the new emphasis on: Leadership of learning, school culture, and diversity Values, ethics, and professional norms of educational leadership Teacher quality, instruction, and caring support Written for higher education faculty, professional development providers, and school and district leaders, the author truly brings the standards to life. This comprehensive manual will power the educational leadership profession through the challenges of the next decade and beyond. "Murphy offers an exploration of the kind of leadership that matters most for each and every student. Let us hope the thinking reflected in this book and the new PSEL standards redirects our attention to what it really means to lead in education." Michelle D. Young, UCEA Executive Director, Professor of Leadership University of Virginia "Joseph Murphy debunks myths about standards for educational leaders and skillfully unpacks the moral, foundational, and experiential basis for the revised professional standards to guide effective leadership of our nation’s schools. This book is a must read for those interested in leadership for learning and the academic success and wellbeing of students, because these standards will shape our field for the next quarter century as the ISLLC standards have done since 1996." Martha McCarthy, Presidential Professor Loyola Marymount University
| Author | : Linda Darling-Hammond |
| Publisher | : Teachers College Press |
| Total Pages | : 193 |
| Release | : 2015-04-28 |
| Genre | : Education |
| ISBN | : 080777197X |
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
| Author | : Faye Ong |
| Publisher | : |
| Total Pages | : 52 |
| Release | : 2011 |
| Genre | : Language Arts & Disciplines |
| ISBN | : |
Provides vision for strong school library programs, including identification of the skills and knowledge essential for students to be information literate. Includes recommended baseline staffing, access, and resources for school library services at each grade level.
