04518nam 2200649Ia 450 991081295180332120240417034653.00-7914-8387-81-4237-4356-3(CKB)1000000000458770(OCoLC)76786784(CaPaEBR)ebrary10579148(SSID)ssj0000199852(PQKBManifestationID)11183314(PQKBTitleCode)TC0000199852(PQKBWorkID)10197194(PQKB)10963915(MiAaPQ)EBC3407725(OCoLC)62750469(MdBmJHUP)muse6236(Au-PeEL)EBL3407725(CaPaEBR)ebr10579148(OCoLC)923408643(EXLCZ)99100000000045877020040226d2005 ub 0engurcn|||||||||txtccrMeaningful urban education reform[electronic resource] confronting the learning crisis in mathematics and science /by Kathryn M. Borman and associates ... [et al.]1st ed.Albany State University of New York Pressc20051 online resource (302 p.) SUNY series, power, social identity, and educationBibliographic Level Mode of Issuance: Monograph0-7914-6329-X Includes bibliographical references (p. 269-278) and index.Intro -- MEANINGFUL URBANEDUCATION REFORM: Confronting the Learning Crisis in Mathematics and Science -- Contents -- Illustrations -- Tables -- Preface -- Acknowledgments -- Abbreviations -- 1. Historical Context: How National Science Foundation Reforms Build on Earlier Reforms -- SYSTEMIC REFORM -- SCHOOL CULTURE-A POSSIBLE 7TH DRIVER -- THE CURRENT CRISIS: CLOSING THE PERSISTENT ACHIEVEMENT GAP -- ASSESSING THE IMPACT OF THE URBAN SYSTEMIC INITIATIVES -- THE SCHOOL DISTRICTS AND CITIES -- RESEARCH ON SYSTEMIC REFORM -- 2. The Importance of District and School Leadership -- DISTRICT AND SCHOOLADMINISTRATOR PARTICIPANTS -- BARRIERS TO REFORM -- INFLUENCE OF ASSESSMENTS -- CONCLUSION -- 3. Building Relationships to Sustain Reform -- ENGAGING STAKEHOLDERS -- SCHOOL-LEVEL REPORTS OF INCREASING STAKEHOLDER INVOLVEMENT -- COMMUNITY STAKEHOLDERS' VIEW OF USI IMPACT ON THEIR INVOLVEMENT -- CONCLUSION -- 4. Professional Development in Systemic Reform -- PROFESSIONAL DEVELOPMENT AND STANDARDS-BASED PRACTICES -- IMPLICATIONS FOR PRACTICE AND POLICY -- CONCLUSION -- 5 Instructional Practices in Mathematics and Science Classrooms -- INSTRUCTIONAL PRACTICES -- UNDERSTANDING INSTRUCTIONAL PRACTICES: OUR MEASUREMENT TOOLS -- LOOKING AT INSTRUCTIONAL PRACTICES -- COMBINING PERSPECTIVES ON INSTRUCTIONAL PRACTICES USING CLUSTER ANALYSIS -- CONCLUSION -- 6. Student Engagement in Mathematics and Science -- EXPERIENCE SAMPLING METHOD -- CONCLUSION -- 7. Closing the Achievement Gap -- DEVELOPMENT OF THE MODEL -- MIAMI-DADE INITIATIVE -- CHICAGO INITIATIVE -- SUMMARY -- CONCLUSION -- 8. School Culture: The MissingLever in Improving Student Outcomes and Achieving Sustainable Reform -- SCHOOL CULTURE -- INFLUENCE OF SCHOOL CULTURE ON CLASSROOM PRACTICES -- MEASURING SCHOOL CULTURE, PROFESSIONAL DEVELOPMENT, AND CLASSROOM PRACTICES.MEASURING STUDENT ACHIEVEMENT, PROFESSIONAL DEVELOPMENT, AND CLASSROOM PRACTICES ACROSS SITES -- CONCLUSION -- 9. What Have We Learned?: A Summary of Key Findings -- WHAT MATTERS AT THE DISTRICT LEVEL -- WHAT MATTERS AT THE SCHOOL LEVEL -- WHAT MATTERS AT THE CLASSROOM LEVEL -- Appendix A: Instrumentation -- Appendix B: Survey of Classroom Practices -- Works Cited -- Contributors -- Index -- A -- B -- C -- D -- E -- L -- M -- N -- P -- Q -- R -- S -- t.Summarizes findings of a long-term study of math and science education reforms in Chicago, El Paso, Memphis, and Miami.SUNY series, power, social identity, and education.MathematicsStudy and teachingUnited StatesScienceStudy and teachingUnited StatesCurriculum changeUnited StatesMathematicsStudy and teachingScienceStudy and teachingCurriculum change510/.71/073Borman Kathryn M1620954MiAaPQMiAaPQMiAaPQBOOK9910812951803321Meaningful urban education reform4090541UNINA