Yearbook of The National Society for The Study of Education最新文献

{"title":"Title I: The Evolution and Effectiveness of Compensatory Education","authors":"Geoffrey D. Borman","doi":"10.1111/J.1744-7984.2002.TB00084.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2002.TB00084.X","url":null,"abstract":"","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"24 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131289022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Involving Families and Communities in the Education of Children and Youth Placed At Risk","authors":"M. Sanders, Glenda L. Allen-Jones, Y. Abel","doi":"10.1111/J.1744-7984.2002.TB00081.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2002.TB00081.X","url":null,"abstract":"","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134520751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Focusing on Core Academic Outcomes: A Key to Successful School‐Community Partnerships","authors":"Jacob Murray, Richard Weissbourd","doi":"10.1111/J.1744-7984.2003.TB00071.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2003.TB00071.X","url":null,"abstract":"","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122120952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Contextual Terrain Facing Educational Leaders","authors":"Catherine A. Lugg, Katrina E. Bulkley, W. Firestone, C. Garner","doi":"10.1111/J.1744-7984.2002.TB00002.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2002.TB00002.X","url":null,"abstract":"","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121882715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New Roles for Career and Technical Preparation Programs in Educating At‐Risk Students: Promises and Possibilities","authors":"J. Stone, Marisa E. Castellano","doi":"10.1111/J.1744-7984.2002.TB00085.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2002.TB00085.X","url":null,"abstract":"","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"38 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120909199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking the Urban School Superintendency: Nontraditional Leaders and New Models of Leadership.","authors":"J. M. Cronin, M. Usdan","doi":"10.1111/J.1744-7984.2003.TB00022.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2003.TB00022.X","url":null,"abstract":"This paper discusses the 21st century urban school superintendency, noting new challenges for urban superintendents. Currently, schools are much larger, media coverage is extensive, racial minorities settle most often in the city, and cities cope with vast social problems. School boards have an enormous effect on the success or failure of superintendents. The composition of school boards in many cities has changed significantly. In most urban districts, school boards are more diverse and representative of changed demographics. The old corporate paradigm of school board service is no longer operable in most urban school systems. One of the advantages of the earlier trusteeship boards was their interlocking political and economic connection with the city's power structure. Efforts were made to reconnect schools with the aforementioned power brokers with mixed success. A new politics of education preempted traditional school leadership, with business and political leaders increasingly pushing for standards and accountability measures. A new leadership model evolved with stronger mayoral involvement and employment of noneducators as superintendents. Urban school superintendents were held responsible for improving education. Cities are now rethinking the urban superintendency. Strategies used to improve urban school governance include increasing mayoral involvement; altering the selection and composition of school boards; appointing nontraditional superintendents; increasing involvement of business leaders; and creating new teaming arrangements. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. RETHINKING THE URBAN SCHOOL SUPERINTENDENCY: NONTRADITIONAL LEADERS AND NEW MODELS OF LEADERSHIP PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY HA). 0scicuA____ Insti.2_ftuy04. stu TO THE EDUCATIO AL S URCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. A paper presented at the 2003 Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 21, 2003 A condensation of a chapter found in American Educational Governance on Trial: 2003 Yearbook of the National Society for the Study of Education. BEET COPY MARLENE Michael D. Usdan Senior Fellow The Institute for Educational Leadership Joseph M. Cronin Senior Fellow Nellie Mae Educational Foundation","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125955323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Systems of Coherence and Resonance: Assessment for Education and Assessment of Education","authors":"Paul G. Lemahieu, E. Reilly","doi":"10.1111/J.1744-7984.2004.TB00055.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2004.TB00055.X","url":null,"abstract":"The source chapters in this volume raise issues that collectively address the question of coherence within systems of assessment and accountability: what dimensions define coherence such that practical development efforts can hope to realize it; to what extent can assessments designed to address the needs of classroom practitioners serve the interests of those who work some distance from the classroom; and what design elements need to be addressed (and how should they be addressed) to maximize utility across levels of the system? There is a lengthy history to this discussion. Nearly twenty years ago, LeMahieu and Wallace (1986) explored the conditions that best enabled assessments for what they termed clinical uses in contrast to those that addressed evaluative ones. Cole (1984) similarly explored whether assessments constructed for accountability purposes could ever be appropriate and effective for instructional uses. More recently, Black and Wiliam (1998), Shepard (2000), and Chappuis and Stiggins (2002) all examined similar questions. They explored what has variously been termed clinical versus evaluative assessment, instructional versus accountability testing, classroom versus large-scale assessment, or in its most contemporary form, assessment for education versus assessment of education. Whatever the terminology, the issue concerns the coherence and compatibility of assessments intended to inform intervention on behalf of the growth and development of students as opposed to assessments that inform judgments about the accomplishment or status of individuals, programs, schools, or systems. While each of these researchers examined this issue from a different perspective and thus illuminated a portion of the considerations","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125917411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School‐ and District‐Level Leadership for Teacher Workforce Development: Enhancing Teacher Learning and Capacity","authors":"M. King","doi":"10.1111/J.1744-7984.2004.TB00038.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2004.TB00038.X","url":null,"abstract":"","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129332025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the Evolving Concept of Leadership to Education: Roles, Expectations, and Dilemmas","authors":"Ellen B. Goldring, William D. Greenfield","doi":"10.1111/J.1744-7984.2002.TB00001.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2002.TB00001.X","url":null,"abstract":"","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131358014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vouchers, the Supreme Court, and the Next Political Rounds","authors":"T. V. Geel","doi":"10.1111/J.1744-7984.2003.TB00020.X","DOIUrl":"https://doi.org/10.1111/J.1744-7984.2003.TB00020.X","url":null,"abstract":"","PeriodicalId":327133,"journal":{"name":"Yearbook of The National Society for The Study of Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133047171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}