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005 20200520144314.0
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035   $a(OCoLC)475935177
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035   $a(PQKBTitleCode)TC0000119606
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100   $a20020502d2002      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aChallenges of conflicting school reforms $eeffects of New American Schools in a high-poverty district /$fMark Berends ... [et al.]
205   $a1st ed.
210   $aSanta Monica, Calif. $cRand$d2002
215   $a1 online resource (197 p.)
225 0 $aRAND education
300   $a"Supported by New American Schools."
311 08$a0-8330-3116-3 
320   $aIncludes bibliographical references (p. 155-163).
327   $aPREFACE; FIGURES; TABLES; SUMMARY; ACKNOWLEDGMENTS; ACRONYMS; Chapter One NEW AMERICAN SCHOOLS' AMBITIONS FOR CHANGING HIGH-POVERTY CLASSROOMS; SCALING UP NAS DESIGN TEAMS; RELATIONSHIP OF NAS TO FEDERAL SUPPORT FOR SCHOOLWIDE CHANGE; PURPOSE AND STUDY QUESTIONS; STUDY DESIGN; UNDERSTANDING THE RELATIONSHIPS AMONG NAS DESIGNS, CLASSROOM INSTRUCTION, AND STUDENT ACHIEVEMENT; ORGANIZATION OF REPORT; Chapter Two SOURCES OF DATA; TEACHER DATA; STUDENT DATA; CAVEAT; Chapter Three THE DISTRICT CONTEXT FOR IMPLEMENTATION OF NEW AMERICAN SCHOOLS' DESIGNS IN SAN ANTONIO
327   $aDISTRICT CONTEXT BEFORE THE NEW, REFORM-MINDED SUPERINTENDENTDISTRICT REORGANIZATION; NEW AMERICAN SCHOOLS IN SAN ANTONIO; THE INTRODUCTION OF NAS DESIGNS TO SCHOOLS; THE DISTRICT'S ROLE IN SUPPORTING COMPREHENSIVE SCHOOL REFORM; IMPACT OF INCREASING STATE ACCOUNTABILITY; SUMMARY; Chapter Four IMPLEMENTATION OF NEW AMERICAN SCHOOLS WITHIN A SYSTEM OF HIGH-STAKES ACCOUNTABILITY; NAS DESIGNS PROVIDED ASSISTANCE TO CHALLENGING SCHOOLS; PRESSURES TO IMPROVE STATE TEST SCORES; ADOPTION OF DESIGNS; DISTRICT ASSISTANCE FOR DESIGN IMPLEMENTATION; PROFESSIONAL DEVELOPMENT; PRINCIPAL LEADERSHIP
327   $aTEACHER COLLABORATIONTEACHER SUPPORT FOR THE NAS DESIGNS; Chapter Five CLASSROOMS IMPLEMENTING NAS DESIGNS IN A REFORM-MINDED DISTRICT; DISTRICT RESTRUCTURING OF THE CURRICULUM; CLASSROOM ORGANIZATION; INSTRUCTIONAL PRACTICES; CONVENTIONAL INSTRUCTIONAL PRACTICES; EXAMPLES OF STUDENT WORK; TEACHER-REPORTED EFFECTS OF REFORM; OVERARCHING THEMES; Chapter Six EFFECTS OF INSTRUCTIONAL CONDITIONS ON STUDENT ACHIEVEMENT; DISTRICT-LEVEL DATA AND DEPENDENT VARIABLES; OPERATIONALIZING THE INDEPENDENT VARIABLES; STUDENT ACHIEVEMENT IN SAN ANTONIO: MULTILEVEL ANALYSIS; ANALYSIS OF THE DISTRICT SAMPLE
327   $aMULTIVARIATE RESULTS FOR SAN ANTONIOSTUDENT-LEVEL EFFECTS; TEACHER- AND CLASSROOM-LEVEL EFFECTS; SCHOOL-LEVEL EFFECTS; GOODNESS OF FIT; RAND'S SURVEY SAMPLE DATA AND DEPENDENT VARIABLES; ADDITIONAL INDEPENDENT VARIABLES FROM THE TEACHER SURVEY; MULTILEVEL ANALYSIS IN THE SURVEY SAMPLE; ANALYSIS OF THE SURVEY SAMPLE; MULTILEVEL RESULTS FOR THE SURVEY SAMPLE; SUMMARY; Chapter Seven IMPLICATIONS FOR SCHOOL IMPROVEMENT IN HIGH-POVERTY SETTINGS; TOWARD BETTER EDUCATIONAL POLICY; SCHOOL LEADERSHIP; SUPPORT FOR SCHOOLWIDE REFORM
327   $aAppendix A MULTILEVEL MODELS USED TO EXAMINE RELATIONSHIPS AMONG CLASSROOM CONDITIONS AND STUDENT ACHIEVEMENTAppendix B MULTILEVEL RESULTS FOR THE RELATIONSHIPS OF 1998 TEST SCORES TO STUDENT, CLASSROOM, AND SCHOOL FACTORS IN FOURTH GRADE SAMPLE; BIBLIOGRAPHY
330   $aNew American Schools (NAS) offers whole-school designs for schools and districts seeking to significantly raise the achievement of large numbers of students. This work has evaluated NAS reforms' effects on students and teachers in high-poverty schools.
606   $aSchool improvement programs$zUnited States
606   $aEducational change$zUnited States
606   $aPoor children$xEducation$zUnited States
615  0$aSchool improvement programs
615  0$aEducational change
615  0$aPoor children$xEducation
676   $a371.00973
701   $aBerends$b Mark$f1962-$0880021
712 02$aNew American Schools (Organization)
712 02$aRand Education (Institute)
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910219991003321
996   $aChallenges of conflicting school reforms$92864257
997   $aUNINA