01090nam--2200373---450-99000582549020331620130405132804.03-487-10334-6000582549USA01000582549(ALEPH)000582549USA0100058254920130405d1997----km-y0itay50------baengDE||||||||001yyActs of silencecivil war, tyranny, and suicide in the Flavian epicsDonald T. McGuireHildesheim [etc.]OlmsWeidmann1997XV,256 p.21 cmAltertumswissenschaftliche texte und studien332001Altertumswissenschaftliche texte und studien332001001-------2001Epica latinaBNCF873MCGUIRE,Donald T.260385ITsalbcISBD990005825490203316CL 3138496 DSABKDSADSA9020130405USA011328Acts of Silence706975UNISA04032nam 22006734a 450 991021998870332120200520144314.01-280-12682-597866135306840-8330-4060-X1-59875-073-9(CKB)1000000000345777(EBL)227824(OCoLC)475935163(SSID)ssj0000277758(PQKBManifestationID)11195760(PQKBTitleCode)TC0000277758(PQKBWorkID)10241184(PQKB)11513803(Au-PeEL)EBL227824(CaPaEBR)ebr10152602(OCoLC)560201159(MiAaPQ)EBC227824(oapen)doab114586(EXLCZ)99100000000034577720040601d2004 uy 0engur|n|---|||||txtccrChallenges and potential of a collaborative approach to education reform /Susan Bodilly ... [et al.]1st ed.Santa Monica, CA RANDc20041 online resource (187 p.)"MG-216."0-8330-3652-1 Includes bibliographical references (p. 157-160).Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE- Introduction; The Problem That Concerned the Ford Foundation; Prior Reform Efforts; Strategy Chosen by the Ford Foundation; Description of CERI Sites; Purpose and Audience of the Report; Methodology; Remainder of the Report; CHAPTER TWO- Literature Review, Indicators, and Methodology; Literature Review; Characteristics or Indicators of Progress; Methodology; CHAPTER THREE- History of CERI Reform; Request for Proposals; Profile of the Sites at the Start of CERIRoles of Learning Communities Network and RAND Developing a Set of Common Characteristics for Well-Functioning Collaboratives; Second Round and Actions in Spring 2003; Implications; CHAPTER FOUR- Progress of Sites; Overview of Site Progress; Four Types of Experiences Emerged; Struggling Partnerships; Coordinated Partnerships; Collaboratives with Moderate Progress; Collaboratives with Significant Progress; Discussion; CHAPTER FIVE- Themes from CERI; Networking Was an Important First Step and a Challenge by Itself; Stakeholder Involvement Was NecessaryEffectively Involving School Staff Supported Progress Leads' Legitimacy Strengthened Collaborative Formation; The Manner of How Collaborative Members Worked Together Determined Growth; Leadership Style Played a Role in Collaborative Development; Building the Legitimacy of the Collaborative Proved Critical for Sustainment; Adeptly Using Information Helped Identify Key Issues; Regular Data Analysis and Reflection Enabled Beneficial Adaptation; Planning for Sustaining the Collaborative and Scaling Up the Reform Agenda Needed to Be Addressed Early; Summary; CHAPTER SIX- Conclusions and ObservationsConclusions Observations on Improving Efforts at Collaborative Building; APPENDIX A- Collaborative Context; BibliographyHow has the Collaborating for Education Reform Initiative fared at the sites that have adopted it? The authors found that, while none had met final goals, the collaboratives had varying degrees of success and some offered promise..School improvement programsUnited StatesCase studiesCommunity and schoolUnited StatesCase studiesEducation, UrbanUnited StatesCase studiesSchool improvement programsCommunity and schoolEducation, Urban371.2/00973Bodilly Susan J879920Rand Corporation.MiAaPQMiAaPQMiAaPQBOOK9910219988703321Challenges and potential of a collaborative approach to education reform1964937UNINA