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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 908
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Book Description
Author: Texas State Publications Clearinghouse
Publisher:
ISBN:
Category : State government publications
Languages : en
Pages : 394
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Book Description
Author: Patrick M. Jenlink
Publisher: Springer Science & Business Media
ISBN: 0387758437
Category : Social Science
Languages : en
Pages : 381
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Book Description
This is the second volume to offer a cross-disciplinary approach to examining dialogue as a communicative medium. It explores different modes of conversation and the application of design conversation within and across various types of human experiences. Coverage examines design conversation from philosophical, cultural, spiritual, and historical perspectives. It also explores philosophical and theoretical perspectives as well as methodological ideas related to conversation.
Author:
Publisher: DIANE Publishing
ISBN: 1428965815
Category :
Languages : en
Pages : 87
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Book Description
Author: United States. National Education Goals Panel
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 114
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Book Description
Author: Library of Congress. Exchange and Gift Division
Publisher:
ISBN:
Category : State government publications
Languages : en
Pages : 896
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Book Description
An annual index to the monographs appears early in the following year.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 768
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 300
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Book Description
Author: John L. Rury
Publisher: Rutgers University Press
ISBN: 197883229X
Category : Education
Languages : en
Pages : 140
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Book Description
An Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree.
