LEADER 00944nam--2200349---450- 001 990001321450203316 005 20051028140425.0 035 $a000132145 035 $aUSA01000132145 035 $a(ALEPH)000132145USA01 035 $a000132145 100 $a20031229d1926----km-y0itay0103----ba 101 0 $adeu 102 $aDE 105 $a||||||||001yy 200 1 $aAischylos die attische tragodie$fWalter Porzig 210 $aLeipzig$cWiegandt$d1926 215 $a214 p.$d24 cm 410 0$12001 454 1$12001 461 1$1001-------$12001 700 1$aPORZIG,$bWalter$0200581 801 0$aIT$bsalbc$gISBD 912 $a990001321450203316 951 $aV.1.F. 169(VIII C 470)$b46551 L.M.$cVIII 959 $aBK 969 $aUMA 979 $aSIAV1$b10$c20031229$lUSA01$h1126 979 $aPATRY$b90$c20040406$lUSA01$h1734 979 $aCOPAT3$b90$c20051028$lUSA01$h1404 996 $aAischylos$9535251 997 $aUNISA LEADER 05461nam 2200721 a 450 001 9910219978503321 005 20200520144314.0 010 $a0-8330-5164-4 035 $a(CKB)2670000000079380 035 $a(EBL)683232 035 $a(OCoLC)714123009 035 $a(SSID)ssj0000467998 035 $a(PQKBManifestationID)12176071 035 $a(PQKBTitleCode)TC0000467998 035 $a(PQKBWorkID)10497318 035 $a(PQKB)11035415 035 $a(MiAaPQ)EBC683232 035 $a(Au-PeEL)EBL683232 035 $a(CaPaEBR)ebr10456446 035 $a(EXLCZ)992670000000079380 100 $a20110204d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aContinuing challenges and potential for collaborative approaches to education reform$b[electronic resource] /$fSusan J. Bodilly, Rita Karam, Nate Orr 210 $aSanta Monica, Calif. $cRand Education$d2011 215 $a1 online resource (126 p.) 225 0 $aRand Corporation monograph series Continuing challenges and potential for collaborative approaches to education reform 300 $a"Sponsored by the Ford Foundation." 311 $a0-8330-5152-0 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright; Preface; Contents; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE Introduction; Background on the Initiative; The History of CERI 1 (1998-2003); The History of CERI 2 (2004-2009); Purpose and Approach; Remainder of the Monograph; CHAPTER TWO Approach, Concepts, and Development of Indicators; Approach; Data Sources; Documents; Yearly Site Visits with Interviews, Focus Groups, and Informal Observations; The Urban Partnership Program and CERI 1 Phone Survey; Administrative Data; Analysis; Study Limitations; Literature Review 327 $aInterorganizational LinkagesExpectations for Implementation; Implications; Indicators of Progress; CHAPTER THREE Progress Toward Collaborative Functioning and Sustainment; Overview of Progress Toward Collaborative Function and Sustainment; The Alianza, Puerto Rico; Ask for More, Jackson, Mississippi; Austin Interfaith, Austin, Texas; DC VOICE, District of Columbia; Grow Your Own, Chicago, Illinois; Urban Partnership Program and Former Collaborating for Education Reform Initiative 1 Sites; Summary of Progress Made, Enablers, and Constraints 327 $aCollaborative Efforts Are Highly Susceptible to Constraints and Changes in the EnvironmentLeadership Change Affected Collaborative Growth; Inclusiveness in Leadership Plays an Important Role in Collaborative Building and Growth; Building the Legitimacy of the Collaborative Proved Critical for Growth and Sustainment; Information Developing and Sharing and Joint Decisionmaking Supported Collaborative Function; Conflicts Among Partners Affected Some Efforts; Fundraising Needed to Be Attended to Early; CHAPTER FOUR Progress Toward Goals; Summary of Activities Undertaken; Were Choices Reasonable? 327 $aSummary of Progress Toward GoalsThe Alianza; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Ask for More; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice for Collaboration; Austin Interfaith; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice in the Community; DC VOICE; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice for the Community; Grow Your Own 327 $aPromote Policies That Lead to Quality in Teaching and LearningCross-Site Themes on the Implementation of Activities; The Criteria Used for Choosing an Intervention Played a Large Role in Its Success; Regular Needs Assessment and Reflection Enabled Beneficial Adaptation of Interventions; Use of Collaborative Approaches to Implementation Facilitated Progress; Collaboratives Faced Challenges in Implementing Activities with Dwindling Foundation Support; Intervention Implementation Was Affected by the Political and Economic Context; CHAPTER FIVE Conclusions and Observations 327 $aFindings and Conclusions 330 $aThe Ford Foundation's Collaborating for Education Reform Initiative (CERI) provided grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. 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RAND Corporation researchers evaluated the initiative. 606 $aSchool improvement programs 606 $aEducational change 606 $aCommunity organization 606 $aSocial movements 606 $aCommunity and school 608 $aElectronic books. 615 0$aSchool improvement programs. 615 0$aEducational change. 615 0$aCommunity organization. 615 0$aSocial movements. 615 0$aCommunity and school. 676 $a371.2/07 700 $aBodilly$b Susan J$0879920 701 $aKaram$b Rita$01051265 701 $aOrr$b Nate$01051266 712 02$aFord Foundation. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910219978503321 996 $aContinuing challenges and potential for collaborative approaches to education reform$92481642 997 $aUNINA LEADER 03438nam 22006732 450 001 9910453133803321 005 20151005020621.0 010 $a1-139-89302-5 010 $a1-107-42511-5 010 $a1-107-42294-9 010 $a1-316-60193-5 010 $a1-107-41990-5 010 $a1-107-42110-1 010 $a1-107-41728-7 010 $a1-139-62657-4 010 $a1-107-41853-4 035 $a(CKB)2550000001115172 035 $a(EBL)1394583 035 $a(OCoLC)863202661 035 $a(SSID)ssj0000957187 035 $a(PQKBManifestationID)12486861 035 $a(PQKBTitleCode)TC0000957187 035 $a(PQKBWorkID)10979306 035 $a(PQKB)10267159 035 $a(UkCbUP)CR9781139626576 035 $a(MiAaPQ)EBC1394583 035 $a(Au-PeEL)EBL1394583 035 $a(CaPaEBR)ebr10753032 035 $a(CaONFJC)MIL515474 035 $a(EXLCZ)992550000001115172 100 $a20121121d2013|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReading and writing during the dissolution $emonks, friars, and nuns 1530-1558 /$fMary C. Erler$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2013. 215 $a1 online resource (xi, 203 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a1-107-03979-7 311 $a1-299-84223-2 320 $aIncludes bibliographical references and index. 327 $aLooking backward? London's last anchorite, Simon Appulby (1537) -- The Greyfriars Chronicle and the fate of London's Franciscan community -- Cromwell's nuns: Katherine Bulkeley, Morpheta Kingsmill, and Joan Fane -- Cromwell's abbess and friend: Margaret Vernon -- "Refugee Reformation": The effects of exile -- Richard Whitford's last work, 1541. 330 $aIn the years from 1534, when Henry VIII became head of the English church until the end of Mary Tudor's reign in 1558, the forms of English religious life evolved quickly and in complex ways. 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