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100   $a20180706d2011      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aDesigning better schools for culturally and linguistically diverse children $ea science of performance model for research /$fby Stuart McNaughton
210  1$aNew York, N.Y. :$cRoutledge,$d2011.
215   $a1 online resource (201 p.)
300   $aDescription based upon print version of record.
311   $a0-415-88660-0 
311   $a0-415-88659-7 
320   $aIncludes bibliographical references and index.
327   $aOngoing optimism, persistent pessimism and their roots -- Weighing up the evidence -- Explaining our limitations -- Optimism in the detail -- Problems for an optimist: Matthew effects -- What is being effective?: acceleration and other problems -- Summer learning -- Sustaining change -- Scaling up change -- Nested and coherent systems -- A science of performance -- Notes on a cautious optimism: making more effective systems.
330   $aHow can schools be better designed to enable equitable academic outcomes for culturally and linguistically diverse children from communities lacking in economic, political and social power? Putting forward a robust 'science of performance' model of school change based on a specified process of research and development in local contexts, this book:lays out the traditions of optimism and pessimism about effective schooling for at-risk students reviews the international and national evidence for the effectiveness of schools and school systems in reducing disparities in 
606   $aChildren of minorities$xEducation$zNew Zealand
606   $aSchool improvement programs$zNew Zealand
606   $aEducation$xResearch
615  0$aChildren of minorities$xEducation
615  0$aSchool improvement programs
615  0$aEducation$xResearch.
676   $a371.82900993
700   $aMcNaughton$b S$g(Stuart),$01470224
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910789995803321
996   $aDesigning better schools for culturally and linguistically diverse children$93681909
997   $aUNINA