The IMF's data dissemination initiative after 10 years [[electronic resource] /] / edited by William E. Alexander, John Cady, and Jesus Gonzalez-Garcia

• Record Nr.: UNINA9910455713703321
• Pubbl/distr/stampa: [Washington, DC], : International Monetary Fund, c2008
• ISBN: 1-4552-3476-1; 1-4527-9676-9; 1-283-53807-5; 9786613850522; 1-4519-2065-2
• Descrizione fisica: 1 online resource (227 p.)
• Altri autori (Persone): AlexanderWilliam E <1936-> (William Edward); CadyJohn <1955->; Gonzalez-GarciaJesus
• Soggetti: Disclosure of information; International finance - Statistics - Standards; Economic indicators - Standards; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Cover Page; Title Page; Copyright Page; Contents; Foreword; Introduction; 1. International Data Dissemination Standards; 2. Transparency in Reserves Management: The Special Data Dissemination Standard and the Reserves Template; 3. The General Data Dissemination System: What Has Been Accomplished After 10 Years and Where Do We Go from Here?; 4. Sovereign Borrowing Cost and the Data Dissemination Initiative; 5. Exchange Rate Volatility and Reserves Transparency; 6. Conclusion: A Perspective on Future Challenges; Footnotes; 1. International Data Dissemination Standards; 3. The General Data Dissemination System: What Has Been Accomplished After 10 Years and Where Do We Go from Here?4. Sovereign Borrowing Cost and the Data Dissemination Initiative; 5. ; Exchange Rate Volatility and Reserves Transparency; 6. Conclusion: A Perspective on Future Challenges
• Sommario/riassunto: The Data Dissemination Initiative was launched in the mid-1990s as part of a broader internationally-agreed-upon initiative to strengthen transparency and promote good governance practices by establishing standards and codes. Ten years later, the initiative is viewed as an integral part of the international financial architecture, and is considered to have improved the functioning of international financial markets and contributed to global financial stability. This volume reviews certain aspects of the development of and experience with the initiative over the past decade, and concludes by re

Learning policy [[electronic resource] ] : when state education reform works / / David K. Cohen and Heather C. Hill

• Record Nr.: UNINA9910452175503321
• Autore: Cohen David K. <1934->
• Pubbl/distr/stampa: New Haven, : Yale University Press, c2001
• ISBN: 1-281-73151-X; 9786611731519; 0-300-13334-0
• Descrizione fisica: 1 online resource (1 online resource (x, 226 p.) ) : ill
• Altri autori (Persone): HillHeather C
• Disciplina: 379.794
• Soggetti: Education and state - California; School improvement programs - California; Mathematics - Study and teaching - California; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references (p. [213]-219) and index.
• Nota di contenuto: Front matter -- Contents -- Preface -- List of Abbreviations -- 1. Policy, Teaching, and Learning -- 2. The New New Math in California -- 3. Learning About Reform -- 4. Teachers' Ideas and Practices -- 5. Teachers'Opportunities to Learn and Classroom Practice -- 6. Learning and Policy -- 7. Missed Opportunities -- 8. Policy and Learning -- ; Appendixes -- Notes -- References -- Index
• Sommario/riassunto: Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. The authors of this important book argue that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. Researchers David Cohen and Heather Hill report that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve. It offers useful advice for practitioners and policymakers seeking to improve education, and to analysts seeking to understand it.