LEADER 02486nam 22004813 450 001 9910157777803321 005 20251018060406.0 010 $a1-63216-952-5 035 $a(CKB)3710000001009718 035 $a(BIP)055642453 035 $a(BIP)055397113 035 $a(Exl-AI)993710000001009718 035 $a(MiAaPQ)EBC32337611 035 $a(Au-PeEL)EBL32337611 035 $a(OCoLC)1098614120 035 $a(EXLCZ)993710000001009718 100 $a20251018d2015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIron and Ether 205 $a1st ed. 210 1$aTallahassee :$cDreamspinner Press,$d2015. 210 4$dİ2015. 215 $a1 online resource (370 p.) 225 1 $aBlessed Epoch Series 311 08$a1-63216-951-7 330 8 $aBook Three of the Blessed Epoch Sasha was born to, and has always defined himself by, the secret assassins' Order of the Crimson Scythe. He chose the love of Yarrow L'Estrella and Duncan Purefroy over his duty to his clan, forfeiting his last mission and allowing Prince Garith to live. Now, the order--previously Sasha's family--has branded him a traitor. He's marked, and that means the brethren of the Crimson Scythe won't stop until Sasha is dead. Garith's twin kingdoms balance on the brink of war, and all three men have reasons to help the king, whether loyalty, duty, the interests of their own lands, or gold in their pockets. Still, Yarrow and Duncan are willing to abandon their reasons to seek out and destroy the assassins' order to keep Sasha safe. But Sasha isn't sure that's what he wants. Loyalties are strained by both foreign invaders and conspirators in their midst. It's hard to know which side to choose with threats piling up from every direction and war looming, inevitable, on the horizon. Their world teeters on the precipice of change, and Sasha, Duncan, and Yarrow can only hope the links they've forged will hold if Garith's kingdom is torn apart. 410 0$aBlessed Epoch Series 606 $aAssassins in literature$7Generated by AI 606 $aLoyalty in literature$7Generated by AI 615 0$aAssassins in literature 615 0$aLoyalty in literature 700 $aLi$b August$01435467 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910157777803321 996 $aIron and Ether$93593020 997 $aUNINA LEADER 03978nam 22005894a 450 001 9910967809503321 005 20251116142349.0 010 $a0-8330-4351-X 010 $a0-585-34925-8 035 $a(CKB)111004368714970 035 $a(SSID)ssj0000106712 035 $a(PQKBManifestationID)11990599 035 $a(PQKBTitleCode)TC0000106712 035 $a(PQKBWorkID)10110199 035 $a(PQKB)11627340 035 $a(Au-PeEL)EBL3031491 035 $a(CaPaEBR)ebr2004602 035 $a(OCoLC)923689146 035 $a(MiAaPQ)EBC3031491 035 $a(BIP)5669681 035 $a(EXLCZ)99111004368714970 100 $a19990809d1999 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing the progress of New American Schools $ea status report /$fMark Berends with Joanna Heilbrunn, Christopher J. McKelvey, Thomas Sullivan 205 $a1st ed. 210 $aSanta Monica, CA $cRAND$d1999 215 $axviii, 42 p. $cill 300 $a"Prepared for New American Schools." 300 $a"MR-1085-EDU"--P. [4] of cover. 311 08$a0-8330-2761-1 320 $aIncludes bibliographical references (p. 37-42). 327 $aPREFACE -- FIGURES -- TABLES -- SUMMARY -- RAND'S ASSESSMENT OF NEW AMERICAN SCHOOLS -- Critical Issues -- Key Questions -- Data Collection -- PURPOSE OF THIS REPORT -- SUMMARY OF FINDINGS AND FUTURE WORK -- ACKNOWLEDGMENTS -- INTRODUCTION AND RESEARCH QUESTIONS -- THE NEW AMERICAN SCHOOLS REFORM EFFORT -- KEY QUESTIONS UNDERLYING RAND'S ASSESSMENT -- ORGANIZATION OF THE REPORT -- TOWARD AN UNDERSTANDING OF SCHOOLWIDE -- REFORMS: ASSESSMENT OF THE SCALE-UP PHASE -- KEY ELEMENTS OF THE DESIGNS -- NEW AMERICAN SCHOOLS APPROACH -- Design-Based Assistance -- Engaging District Support -- RAND'S ASSESSMENT -- Data Collection Efforts -- Analytic Approach to Key Questions -- SIGNIFICANT FEATURES OF RAND RESEARCH -- BASELINE DESCRIPTION OF -- NEW AMERICAN SCHOOLS -- SAMPLE OF NEW AMERICAN SCHOOLS -- SOURCES OF DATA -- RESPONSE RATES -- DEMOGRAPHIC CHARACTERISTICS OF SCHOOLS -- SCHOOL CLIMATE: NAS SCHOOLS COMPARED TO THE -- NATION'S SCHOOLS -- Problems Related to Diverse Student Populations -- Problems Related to Engagement of Students and Faculty -- SCHOOL ACHIEVEMENT BEFORE DESIGN -- IMPLEMENTATION -- SUMMARY OF FINDINGS AND WORK AHEAD -- REFERENCES. 330 $aNew American Schools (NAS), a private nonprofit corporation, began in 1991 to fund the development of designs aimed at transforming entire schools at the elementary and secondary levels, seeking to engage the nation's best educators, business people, and researchers in an effort to create, test, and foster the implementation of schoolwide designs that break the mold. The competition, development, and demonstration phases of this effort have been completed; the current scaling-up phase, with the goal of forming a critical mass of schools within partnering school districts, began in 1995. This report describes RAND's plan for collecting the data needed to address the overall questions posed for the effort: What were the NAS schools like before they implemented the designs? How have the designs and the assistance they provide evolved over time? Are the critical components of the NAS designs being implemented across a wide array of schools? Do the NAS designs extend beyond 606 $aSchool improvement programs$zUnited States$xEvaluation 606 $aEducational change$zUnited States 615 0$aSchool improvement programs$xEvaluation. 615 0$aEducational change 676 $a371.2/00973 700 $aBerends$b Mark$f1962-$0880021 712 02$aRand Education (Institute) 712 02$aNew American Schools (Organization) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910967809503321 996 $aAssessing the progress of New American Schools$94475983 997 $aUNINA