LEADER 04078oam 22010814 450 001 9910788350303321 005 20230721045645.0 010 $a1-4623-5276-6 010 $a1-4527-8842-1 010 $a9786612842139 010 $a1-282-84213-7 010 $a1-4518-7120-1 035 $a(CKB)3170000000055168 035 $a(EBL)1608115 035 $a(SSID)ssj0001487633 035 $a(PQKBManifestationID)11828600 035 $a(PQKBTitleCode)TC0001487633 035 $a(PQKBWorkID)11481794 035 $a(PQKB)10245375 035 $a(OCoLC)870245278 035 $a(MiAaPQ)EBC1608115 035 $a(IMF)WPIEE2008262 035 $a(EXLCZ)993170000000055168 100 $a20020129d2008 uf 0 101 0 $aeng 181 $ctxt 182 $cc 183 $acr 200 14$aThe Tasks Ahead 210 1$aWashington, D.C. :$cInternational Monetary Fund,$d2008. 215 $a1 online resource (9 p.) 225 1 $aIMF Working Papers 225 0$aIMF working paper ;$vWP/08/262 300 $aDescription based upon print version of record. 311 $a1-4519-1573-X 330 3 $aThis note, prepared ahead of the G20 Summit (November 15), builds upon the points laid out in the Managing Director?s letter to the Heads of State and Government (November 9). It lays out two tasks ahead for policy makers. Policies for now should cover:(i)implementing and coordinating policies to sustain demand; (ii) providing liquidity support to emerging economies; and (iii) protecting low-income countries. Longer term reforms of the financial architecture should touch upon:(i) the design of financial regulation; (ii) a better way of assessing systemic risk; and (iii) mechanisms for more effective actions for crisis prevention and resolution. 410 0$aIMF Working Papers; Working Paper ;$vNo. 2008/262 606 $aEconomic assistance$zDeveloping countries 606 $aFinance: General$2imf 606 $aFinancial Risk Management$2imf 606 $aIndustries: Financial Services$2imf 606 $aFinancial Crises$2imf 606 $aFinancing Policy$2imf 606 $aFinancial Risk and Risk Management$2imf 606 $aCapital and Ownership Structure$2imf 606 $aValue of Firms$2imf 606 $aGoodwill$2imf 606 $aPortfolio Choice$2imf 606 $aInvestment Decisions$2imf 606 $aGeneral Financial Markets: Government Policy and Regulation$2imf 606 $aFinancial Institutions and Services: General$2imf 606 $aEconomic & financial crises & disasters$2imf 606 $aFinance$2imf 606 $aFinancial crises$2imf 606 $aEarly warning systems$2imf 606 $aLiquidity$2imf 606 $aSystemic risk$2imf 606 $aFinancial sector$2imf 606 $aCrisis management$2imf 606 $aEconomics$2imf 606 $aFinancial risk management$2imf 606 $aFinancial services industry$2imf 615 0$aEconomic assistance 615 7$aFinance: General 615 7$aFinancial Risk Management 615 7$aIndustries: Financial Services 615 7$aFinancial Crises 615 7$aFinancing Policy 615 7$aFinancial Risk and Risk Management 615 7$aCapital and Ownership Structure 615 7$aValue of Firms 615 7$aGoodwill 615 7$aPortfolio Choice 615 7$aInvestment Decisions 615 7$aGeneral Financial Markets: Government Policy and Regulation 615 7$aFinancial Institutions and Services: General 615 7$aEconomic & financial crises & disasters 615 7$aFinance 615 7$aFinancial crises 615 7$aEarly warning systems 615 7$aLiquidity 615 7$aSystemic risk 615 7$aFinancial sector 615 7$aCrisis management 615 7$aEconomics 615 7$aFinancial risk management 615 7$aFinancial services industry 676 $a332.152 801 0$bDcWaIMF 906 $aBOOK 912 $a9910788350303321 996 $aThe Tasks Ahead$93712982 997 $aUNINA LEADER 04400nam 22007094a 450 001 9910966610803321 005 20251116165221.0 010 $a1-135-61364-8 010 $a1-282-32668-6 010 $a9786612326684 010 $a1-4106-1299-6 024 3 $a9781410612991 035 $a(CKB)1000000000244596 035 $a(EBL)237114 035 $a(OCoLC)74905828 035 $a(SSID)ssj0000137431 035 $a(PQKBManifestationID)11160127 035 $a(PQKBTitleCode)TC0000137431 035 $a(PQKBWorkID)10088847 035 $a(PQKB)11656486 035 $a(MiAaPQ)EBC237114 035 $a(Au-PeEL)EBL237114 035 $a(CaPaEBR)ebr10103837 035 $a(CaONFJC)MIL232668 035 $a(OCoLC)742296096 035 $a(OCoLC)1066646110 035 $a(OCoLC-P)1066646110 035 $a(FlBoTFG)9781410612991 035 $a(EXLCZ)991000000000244596 100 $a20040608d2005 uy 0 101 0 $aeng 135 $aur|n||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDesigning performance assessment systems for urban teacher preparation /$fedited by Francine P. Peterman 205 $a1st ed. 210 $aMahwah, N.J. $cL. Erlbaum Associates$d2005 215 $a1 online resource (202 p.) 300 $aDescription based upon print version of record. 311 08$a0-8058-5384-7 311 08$a0-8058-4929-7 320 $aIncludes bibliographical references and indexes. 327 $aContents; Preface; About the Contributors; PART I: THEORETICAL FRAMEWORK; PART II: CASE STUDIES; PART III: THEORY INTO SITUATED PRACTICE; Author Index; Subject Index 330 8 $aAnnotation$bDesigning Performance Assessment Systems for Urban Teacher Preparationpresents an argument for, and invites, critical examination of teacher preparation and assessment practices--in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices. This dynamic approach distinguishes the authors' stance on urban teacher assessment as one that can help address social justice issues related to gender, race, socioeconomic class, and other differences, and at the same time promote the professional development of all educators engaged in the process of learning to teach. The contextually bound, sociocultural stance that informs this book promises greater teacher and student achievement. Culminating six years of vital dialogue and focused, local activity among teachers and teacher educators from institutions in the Urban Network to Improve Teacher Education, Designing Performance Assessment Systems for Urban Teacher Preparationpresents:*the historical context that was examined for this work, a theoretical framework to undergrad teacher preparation assessment, and design principles to guide the development of assessment systems;*four case studies of participants' struggles and successes in designing and implementing these systems; and*a discussion of the importance of context and current trends in assessment practices in urban teaching. This volume is particularly relevant for university and school-based teacher educators who help prepare teachers to work in urban schools, and for personnel in state departments of education and other agencies who are responsible for certification and beginning teacher support. While the focus is on preparing teachers for urban settings, the theoretical and practical foundations and the case studies have broad implications and provide useful insights for anyone involved in developing and using performance assessment systems--teacher educators, university and school administrators, classroom teachers, and educational researchers. 606 $aTeachers$xTraining of$zUnited States 606 $aTeachers$xRating of$zUnited States 606 $aCompetency-based education$zUnited States 606 $aEducation, Urban$zUnited States 615 0$aTeachers$xTraining of 615 0$aTeachers$xRating of 615 0$aCompetency-based education 615 0$aEducation, Urban 676 $a370/.71/1 701 $aPeterman$b Francine P$01880078 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966610803321 996 $aDesigning performance assessment systems for urban teacher preparation$94493874 997 $aUNINA