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Author: Douglas N. Harris
Publisher:
ISBN: 9781934742068
Category : Education
Languages : en
Pages : 0
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Book Description
The Strategic Management of Charter Schools addresses the challenges facing such schools by mapping out, in straightforward and highly pragmatic terms, a management framework for them. The first charter school law in the United States was enacted in Minnesota in 1991. In the twenty years since that modest beginning, the movement has burgeoned and spread across the country: there are now more than five thousand charter schools attended by nearly two million students. Yet due to this rapid growth in the number of charter schools and to their generally independent character, the nature and quality of these institutions vary greatly. The promise of charter schools is great, but so are the organizational and educational challenges they face. Organized around three crucial challenges to charter school leaders--managing mission, managing internal operations, and managing the larger stakeholder environment--the book provides charter school leaders with indispensable tools and insights for achieving educational and organizational success. In its elucidation of these managerial challenges, and in its equally helpful and detailed examinations of particular schools, the book offers a clear, credible approach to the efficient and sustainable management of what are still young and experimental educational institutions.--Publisher description.
Author: Douglas N. Harris
Publisher:
ISBN: 9781934742068
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
The Strategic Management of Charter Schools addresses the challenges facing such schools by mapping out, in straightforward and highly pragmatic terms, a management framework for them. The first charter school law in the United States was enacted in Minnesota in 1991. In the twenty years since that modest beginning, the movement has burgeoned and spread across the country: there are now more than five thousand charter schools attended by nearly two million students. Yet due to this rapid growth in the number of charter schools and to their generally independent character, the nature and quality of these institutions vary greatly. The promise of charter schools is great, but so are the organizational and educational challenges they face. Organized around three crucial challenges to charter school leaders--managing mission, managing internal operations, and managing the larger stakeholder environment--the book provides charter school leaders with indispensable tools and insights for achieving educational and organizational success. In its elucidation of these managerial challenges, and in its equally helpful and detailed examinations of particular schools, the book offers a clear, credible approach to the efficient and sustainable management of what are still young and experimental educational institutions.--Publisher description.
Author: Audrey Amrein-Beardsley
Publisher: Routledge
ISBN: 1136702849
Category : Education
Languages : en
Pages : 376
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Book Description
Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.
Author: National Academy of Education
Publisher: National Academies Press
ISBN: 030915099X
Category : Education
Languages : en
Pages : 97
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Book Description
Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered-at a time when there is strong interest in implementing value-added models in a variety of settings. The National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction.
Author: Linda Darling-Hammond
Publisher: Teachers College Press
ISBN: 080777197X
Category : Education
Languages : en
Pages : 193
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Book Description
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: Jason A. Grissom
Publisher: Teachers College Press
ISBN: 080775739X
Category : Education
Languages : en
Pages : 209
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Book Description
This is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systemsa defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data. The authors argue that rigorous teacher evaluation systems have the potential to promote school improvement but only if the systems are carefully designed and implemented and the data they generate are interpreted and used appropriately. This timely and important volume will be relevant and useful to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership.
Author: Daniel McCaffrey
Publisher:
ISBN: 9781598751062
Category :
Languages : en
Pages : 191
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Book Description
This text clarifies the primary questions raised by the use of value-added models (VAM) for measuring teacher effects, reviews the most important recent applications of VAM, and discusses statistical and measurement issues associated with VAM.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264050256
Category :
Languages : en
Pages : 224
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Book Description
This groundbreaking report provides examples of best practices in value-added modelling for measuring school performance.
Author: Thomas Kane
Publisher: John Wiley & Sons
ISBN: 1118837185
Category : Education
Languages : en
Pages : 604
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Book Description
WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University
Author: Frederick M. Hess
Publisher: Harvard Education Press
ISBN: 1612503918
Category : Education
Languages : en
Pages : 482
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Book Description
Simultaneous pressures to reduce costs and increase student achievement have never been greater than they are today. Not only is cost-cutting essential in this era of tightened resources, argue Hess and Osberg, but eliminating inefficient spending is critical for freeing up resources to drive school reform. Stretching the School Dollar book brings together a dynamic group of authors—scholars, consultants, journalists, and entrepreneurs—who offer fresh insights into an issue no school or district can afford to ignore. Stretching the School Dollar is a volume in the Educational Innovations series.
Author: Larry Cuban
Publisher: Harvard Education Press
ISBN: 1682536971
Category : Social Science
Languages : en
Pages : 260
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Book Description
In Confessions of a School Reformer, eminent historian of education Larry Cuban reflects on nearly a century of education reforms and his experiences with them as a student, educator, and administrator. Cuban begins his own story in the 1930s, when he entered first grade at a Pittsburgh public school, the youngest son of Russian immigrants who placed great stock in the promises of education. With a keen historian's eye, Cuban expands his personal narrative to analyze the overlapping social, political, and economic movements that have attempted to influence public schooling in the United States since the beginning of the twentieth century. He documents how education both has and has not been altered by the efforts of the Progressive Era of the first half of the twentieth century, the Civil Rights Movement of the 1950s through the 1970s, and the standards-based school reform movement of the 1980s through today. Cuban points out how these dissimilar movements nevertheless shared a belief that school change could promote student success and also forge a path toward a stronger economy and a more equitable society. He relates the triumphs of these school reform efforts as well as more modest successes and unintended outcomes. Interwoven with Cuban's evaluations and remembrances are his "confessions," in which he accounts for the beliefs he held and later rejected, as well as mistakes and areas of weakness that he has found in his own ideology. Ultimately, Cuban remarks with a tempered optimism on what schools can and cannot do in American democracy.
