X
feed icon rss

Your email was sent successfully. Check your inbox.

An error occurred while sending the email. Please try again.

Proceed reservation?

Export
  • 1
    Online Resource
    Online Resource
    Standards-based accountability under no child left behind : experiences of teachers and administrators in three states (2007)
    Santa Monica, CA : Rand Corp
    Details
    UID:
    gbv_1008650277
    Format: 1 Online-Ressource (xxvi, 275 pages)
    Edition: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    ISBN: 9780833041494 , 083304270X , 9781281180780 , 1281180785 , 9780833042705 , 0833041495
    Content: Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i
    Content: Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i
    Note: Includes bibliographical references (pages 265-275) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
    Additional Edition: ISBN 9780833041494
    Additional Edition: ISBN 0833041495
    Additional Edition: Druck-Ausgabe
    Additional Edition: Print version Standards-based accountability under no child left behind Santa Monica, CA : Rand Corp, 2007
    Language: English
    Keywords: Electronic books
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Fulltext
    Stabi Berlin
  • 2
    Book
    Book
    Standards-based accountability under no child left behind : experiences of teachers and administrators in three states (2007)
    Santa Monica, Calif. [u.a.] : Rand
    Details
    UID:
    gbv_525806288
    Format: XXVI, 275 S. , graph. Darst.
    ISBN: 9780833041494 , 0833041495
    Series Statement: Rand Corporation monograph series
    Note: Literatur- und URL-Angaben S. 265 - 275
    Language: English
    Subjects: Education
    RVK:
    DF 2602
    Keywords: USA No child left behind act ; Kalifornien ; Schulentwicklung ; Qualität ; Evaluation ; Georgia ; Schulentwicklung ; Qualität ; Evaluation ; Pennsylvania ; Schulentwicklung ; Qualität ; Evaluation
    URL: http://www.loc.gov/catdir/toc/ecip0712/2007008952.html
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Book
    Stabi Berlin get availability status
  • 3
    Online Resource
    Online Resource
    Standards-Based Accountability Under No Child Left Behind : Experiences of Teachers and Administrators in Three States (2007)
    [Erscheinungsort nicht ermittelbar] : RAND Corporation
    Details
    UID:
    gbv_1877782564
    Format: 1 Online-Ressource
    ISBN: 9780833042705 , 9780833041494
    Content: Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states
    Note: English
    Language: Undetermined
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 4
    Online Resource
    Online Resource
    Standards-based accountability under no child left behind : experiences of teachers and administrators in three states (2007)
    Santa Monica, CA :Rand Corporation,
    Details
    UID:
    almahu_9949577361702882
    Format: 1 online resource (303 p.)
    ISBN: 1-281-18078-5 , 9786611180782 , 0-8330-4270-X
    Content: Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i
    Note: Description based upon print version of record. , Cover; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Chapter One - Introduction; Standards-Based Accountability; Evidence Concerning SBA Effectiveness; How SBA Is Supposed to Work; District and School Responses to Accountability; Classroom Practice; Opinions and Attitudes; Barriers and Capacity; Evidence Concerning No Child Left Behind; How the Monograph Is Organized; Chapter Two - Study Design and Methods; Sampling; Instrumentation; Data Collection; Analyses; Technical Notes; Chapter Three - SBA Systems in California, Georgia, and Pennsylvania; Introduction , Prior Accountability Systems State Academic Content Standards; State Testing Programs; Adequate Yearly Progress Definitions; AYP Status of Schools; Specific AYP Targets Missed by Schools; State Awards; State Technical Assistance; Implementing NCLB's Highly Qualified Teacher Provisions; Summary; Chapter Four - Educators' Opinions About Standards, Assessments, and Accountability; State Content Standards; State Assessments; Adequate Yearly Progress; The Effects of Accountability; Summary; Chapter Five - School and District Improvement Strategies; School Improvement Strategies , Data-Based Decisionmaking Curriculum and Instructional Alignment; Activities Targeting Low-Performing Students; Other School Improvement Strategies; District and State Technical Assistance; Summary; Chapter Six - Instructional Practices Related to Standards and Assessments; Changes in Time Spent on Tested and Nontested Subjects; Alignment of Instruction with State Standards and Assessments; Effects of State Tests on Practices; Instructional Activities in Mathematics and Science; Summary; Chapter Seven - Perceived Barriers to School Improvement; Funding; Instructional Resources; Staffing , Skills and Knowledge Professional Development; Instructional and Planning Time; Conditions Outside of School; Students with Special Needs or Limited English Proficiency; Changes in Policy and Leadership; Summary; Chapter Eight - Conclusions and Implications; Key Findings; Implications; Conclusions; Appendix A - Sampling and Survey Responses; Appendix B - Supplementary Tables; Appendix C - Superintendent, Principal, and Teacher Surverys; References , English
    Additional Edition: ISBN 0-8330-4149-5
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    HU Berlin
  • 5
    Online Resource
    Online Resource
    Standards-based accountability under no child left behind : experiences of teachers and administrators in three states (2007)
    Santa Monica, CA :Rand Corporation,
    Details
    UID:
    edocfu_9958279124202883
    Format: 1 online resource (303 p.)
    ISBN: 1-281-18078-5 , 9786611180782 , 0-8330-4270-X
    Content: Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i
    Note: Description based upon print version of record. , Cover; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Chapter One - Introduction; Standards-Based Accountability; Evidence Concerning SBA Effectiveness; How SBA Is Supposed to Work; District and School Responses to Accountability; Classroom Practice; Opinions and Attitudes; Barriers and Capacity; Evidence Concerning No Child Left Behind; How the Monograph Is Organized; Chapter Two - Study Design and Methods; Sampling; Instrumentation; Data Collection; Analyses; Technical Notes; Chapter Three - SBA Systems in California, Georgia, and Pennsylvania; Introduction , Prior Accountability Systems State Academic Content Standards; State Testing Programs; Adequate Yearly Progress Definitions; AYP Status of Schools; Specific AYP Targets Missed by Schools; State Awards; State Technical Assistance; Implementing NCLB's Highly Qualified Teacher Provisions; Summary; Chapter Four - Educators' Opinions About Standards, Assessments, and Accountability; State Content Standards; State Assessments; Adequate Yearly Progress; The Effects of Accountability; Summary; Chapter Five - School and District Improvement Strategies; School Improvement Strategies , Data-Based Decisionmaking Curriculum and Instructional Alignment; Activities Targeting Low-Performing Students; Other School Improvement Strategies; District and State Technical Assistance; Summary; Chapter Six - Instructional Practices Related to Standards and Assessments; Changes in Time Spent on Tested and Nontested Subjects; Alignment of Instruction with State Standards and Assessments; Effects of State Tests on Practices; Instructional Activities in Mathematics and Science; Summary; Chapter Seven - Perceived Barriers to School Improvement; Funding; Instructional Resources; Staffing , Skills and Knowledge Professional Development; Instructional and Planning Time; Conditions Outside of School; Students with Special Needs or Limited English Proficiency; Changes in Policy and Leadership; Summary; Chapter Eight - Conclusions and Implications; Key Findings; Implications; Conclusions; Appendix A - Sampling and Survey Responses; Appendix B - Supplementary Tables; Appendix C - Superintendent, Principal, and Teacher Surverys; References , English
    Additional Edition: ISBN 0-8330-4149-5
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    FU Berlin
  • 6
    Online Resource
    Online Resource
    Standards-based accountability under no child left behind : experiences of teachers and administrators in three states (2007)
    Santa Monica, CA :Rand Corporation,
    Details
    UID:
    edoccha_9958279124202883
    Format: 1 online resource (303 p.)
    ISBN: 1-281-18078-5 , 9786611180782 , 0-8330-4270-X
    Content: Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i
    Note: Description based upon print version of record. , Cover; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Chapter One - Introduction; Standards-Based Accountability; Evidence Concerning SBA Effectiveness; How SBA Is Supposed to Work; District and School Responses to Accountability; Classroom Practice; Opinions and Attitudes; Barriers and Capacity; Evidence Concerning No Child Left Behind; How the Monograph Is Organized; Chapter Two - Study Design and Methods; Sampling; Instrumentation; Data Collection; Analyses; Technical Notes; Chapter Three - SBA Systems in California, Georgia, and Pennsylvania; Introduction , Prior Accountability Systems State Academic Content Standards; State Testing Programs; Adequate Yearly Progress Definitions; AYP Status of Schools; Specific AYP Targets Missed by Schools; State Awards; State Technical Assistance; Implementing NCLB's Highly Qualified Teacher Provisions; Summary; Chapter Four - Educators' Opinions About Standards, Assessments, and Accountability; State Content Standards; State Assessments; Adequate Yearly Progress; The Effects of Accountability; Summary; Chapter Five - School and District Improvement Strategies; School Improvement Strategies , Data-Based Decisionmaking Curriculum and Instructional Alignment; Activities Targeting Low-Performing Students; Other School Improvement Strategies; District and State Technical Assistance; Summary; Chapter Six - Instructional Practices Related to Standards and Assessments; Changes in Time Spent on Tested and Nontested Subjects; Alignment of Instruction with State Standards and Assessments; Effects of State Tests on Practices; Instructional Activities in Mathematics and Science; Summary; Chapter Seven - Perceived Barriers to School Improvement; Funding; Instructional Resources; Staffing , Skills and Knowledge Professional Development; Instructional and Planning Time; Conditions Outside of School; Students with Special Needs or Limited English Proficiency; Changes in Policy and Leadership; Summary; Chapter Eight - Conclusions and Implications; Key Findings; Implications; Conclusions; Appendix A - Sampling and Survey Responses; Appendix B - Supplementary Tables; Appendix C - Superintendent, Principal, and Teacher Surverys; References , English
    Additional Edition: ISBN 0-8330-4149-5
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Charité
Nothing or not found what you are looking for? Please check your search query or use the Interlibrary Loan Search.
Did you mean 9780833041944?
Did you mean 9780833041449?
Did you mean 9780802041494?
Close ⊗
This website uses cookies and the analysis tool Matomo. Further information can be found on the KOBV privacy pages