Author: National Research Council
Publisher: National Academies Press
ISBN: 0309058805
Category : Social Science
Languages : en
Pages : 105

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Author: Clara Reschovsky
Publisher: DIANE Publishing
ISBN: 1437904777
Category : Business & Economics
Languages : en
Pages : 16

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Among the 128.3 million workers in the U.S. in 2000, 76% drove alone to work. In addition, 12% carpooled, 4.7 used public transportation, 3.3% worked at home, 2.9% walked to work, and 1.2% used other means (including motorcycle or bicycle). This report, one of a series that presents population and housing data collected during Census 2000, provides information on the place-of-work and journey-to-work characteristics of workers 16 years and over who were employed and at work during the reference week. Data are shown for the U.S., regions, states, counties, and metropolitan areas. Charts and tables.

Author: United States. Congress. House. Committee on Post Office and Civil Service. Subcommittee on Census and Population
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 128

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Author: United States. Congress. House. Committee on Government Reform and Oversight. Subcommittee on the Census
Publisher:
ISBN:
Category : Social Science
Languages : en
Pages : 254

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Author: United States. Congress. House. Committee on Post Office and Civil Service. Subcommittee on Census, Statistics, and Postal Personnel
Publisher:
ISBN:
Category : Social Science
Languages : en
Pages : 120

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Author: United States. Congress. House. Committee on Post Office and Civil Service. Subcommittee on Census, Statistics, and Postal Personnel
Publisher:
ISBN:
Category : Social Science
Languages : en
Pages : 54

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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 260

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Author:
Publisher:
ISBN:
Category : Census of population and housing (2000)
Languages : en
Pages : 416

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Author:
Publisher: DIANE Publishing
ISBN: 1437981496
Category :
Languages : en
Pages : 23

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Author: Francine P. Peterman
Publisher: Routledge
ISBN: 1135613648
Category : Education
Languages : en
Pages : 202

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Book Description
Designing Performance Assessment Systems for Urban Teacher Preparation presents an argument for, and invites, critical examination of teacher preparation and assessment practices--in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices. This dynamic approach distinguishes the authors' stance on urban teacher assessment as one that can help address social justice issues related to gender, race, socioeconomic class, and other differences, and at the same time promote the professional development of all educators engaged in the process of learning to teach. The contextually bound, sociocultural stance that informs this book promises greater teacher and student achievement. Culminating six years of vital dialogue and focused, local activity among teachers and teacher educators from institutions in the Urban Network to Improve Teacher Education, Designing Performance Assessment Systems for Urban Teacher Preparation presents: *the historical context that was examined for this work, a theoretical framework to undergrad teacher preparation assessment, and design principles to guide the development of assessment systems; *four case studies of participants' struggles and successes in designing and implementing these systems; and *a discussion of the importance of context and current trends in assessment practices in urban teaching. This volume is particularly relevant for university and school-based teacher educators who help prepare teachers to work in urban schools, and for personnel in state departments of education and other agencies who are responsible for certification and beginning teacher support. While the focus is on preparing teachers for urban settings, the theoretical and practical foundations and the case studies have broad implications and provide useful insights for anyone involved in developing and using performance assessment systems--teacher educators, university and school administrators, classroom teachers, and educational researchers.