LEADER 04599nam 2200685Ia 450 001 9910812951803321 005 20200520144314.0 010 $a0-7914-8387-8 010 $a1-4237-4356-3 035 $a(CKB)1000000000458770 035 $a(OCoLC)76786784 035 $a(CaPaEBR)ebrary10579148 035 $a(SSID)ssj0000199852 035 $a(PQKBManifestationID)11183314 035 $a(PQKBTitleCode)TC0000199852 035 $a(PQKBWorkID)10197194 035 $a(PQKB)10963915 035 $a(OCoLC)62750469 035 $a(MdBmJHUP)muse6236 035 $a(Au-PeEL)EBL3407725 035 $a(CaPaEBR)ebr10579148 035 $a(OCoLC)923408643 035 $a(DE-B1597)681613 035 $a(DE-B1597)9780791483879 035 $a(MiAaPQ)EBC3407725 035 $a(EXLCZ)991000000000458770 100 $a20040226d2005 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMeaningful urban education reform $econfronting the learning crisis in mathematics and science /$fby Kathryn M. Borman and associates ... [et al.] 205 $a1st ed. 210 $aAlbany $cState University of New York Press$dc2005 215 $a1 online resource (302 p.) 225 1 $aSUNY series, power, social identity, and education 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-7914-6330-3 311 $a0-7914-6329-X 320 $aIncludes bibliographical references (p. 269-278) and index. 327 $aIntro -- 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. 327 $aMEASURING 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. 330 $aSummarizes findings of a long-term study of math and science education reforms in Chicago, El Paso, Memphis, and Miami. 410 0$aSUNY series, power, social identity, and education. 606 $aMathematics$xStudy and teaching$zUnited States 606 $aScience$xStudy and teaching$zUnited States 606 $aCurriculum change$zUnited States 615 0$aMathematics$xStudy and teaching 615 0$aScience$xStudy and teaching 615 0$aCurriculum change 676 $a510/.71/073 700 $aBorman$b Kathryn M$01620954 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910812951803321 996 $aMeaningful urban education reform$94090541 997 $aUNINA