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The Children Left Behind: America's Struggle to, Duke.+
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Numéro de l'objet eBay :313628010514
Dernière mise à jour le 20 mai 2025 11:28:42 CEST. Afficher toutes les modificationsAfficher toutes les modifications
Caractéristiques de l'objet
- État
- PublishedOn
- 2016-04-06
- Title
- The Children Left Behind: America's Struggle to Improve Its Lowe
- Artist
- Not Specified
- ISBN
- 9781475823608
À propos de ce produit
Product Identifiers
Publisher
Rowman & Littlefield Publishers, Incorporated
ISBN-10
1475823606
ISBN-13
9781475823608
eBay Product ID (ePID)
219772868
Product Key Features
Number of Pages
222 Pages
Language
English
Publication Name
Children Left Behind : America's Struggle to Improve Its Lowest Performing Schools
Publication Year
2016
Subject
Educational Policy & Reform / General, Administration / General, Student Life & Student Affairs, General, Aims & Objectives
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.5 in
Item Weight
11.7 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2015-048693
Reviews
"In The Children Left Behind, Daniel Duke takes readers on a remarkable journey through 15 years of America's unprecedented struggle to improve its lowest-performing schools. With a contextual and nuanced examination of such efforts at the federal, state, and local district levels, Duke identifies what worked and what did not work to change conditions on the ground for underserved students. This is a must-read book--indeed a wise and inspiring gem--for policy-makers, educators, and the public committed to taking the next steps toward achieving educational excellence, with equity, for all children." --Rhona S. Weinstein, professor, University of California, Berkeley "For the past three decades America has been engaged in an all-out assault to improve schooling for low-income children, mostly in urban schools. By all accounts those efforts have had little to no effect. In The Children Left Behind, Dan Duke provides one of the first, and in my view best, comprehensive assessments of the policies and programs that have been part of the school turnaround agenda. His analysis, informed by a deep understanding of context, history, and assumptions, reveals many of the mistakes made, the reasons for the modest but important successes, and points the way for a path forward" --Robert C. Pianta, PhD, the Batten Bicentennial Professor of Early Childhood Education, School of Education and Human Development, University of Virginia "This book is a must-read for anyone interested in the complex challenges involved in addressing federal requirements for meeting the needs of students in low performing schools. It examines both what states and school districts have done to respond to federal mandates as well as the consequences of such actions thus far. No book presents a more comprehensive treatment of the school improvement literature than this one." --Michelle Young, Executive Director, University Council for Educational Administration, Professor, University of Virginia "Dan Duke has masterfully blended the historical context of federal reform with specific examples of local, state and national interventions to provide a comprehensive overview of the topic. This format has yielded a book that is broad in scope yet detailed in providing illustrations of the intricacies of reform movements." --Jami Royal Berry, Educational Leadership Program Coordinator, Georgia State University "Duke has been in the thick of educational reform for more than a decade and that experience informs every chapter of this thoughtful book. His examination of national, state and local initiatives to help our most vulnerable children suggests that are no simple answers, but his detailed appraisal of what has "worked" and what has not will inform both practice and policy in the coming years." --Karen Seashore Louis, professor emeritus, Beck Chair of Ideas in Education, Department of Organizational Leadership, Policy, and Development, University of Minnesota, This book is a must-read for anyone interested in the complex challenges involved in addressing federal requirements for meeting the needs of students in low performing schools. It examines both what states and school districts have done to respond to federal mandates as well as the consequences of such actions thus far. No book presents a more comprehensive treatment of the school improvement literature than this one., Duke has been in the thick of educational reform for more than a decade and that experience informs every chapter of this thoughtful book. His examination of national, state and local initiatives to help our most vulnerable children suggests that are no simple answers, but his detailed appraisal of what has "worked" and what has not will inform both practice and policy in the coming years., Dan Duke has masterfully blended the historical context of federal reform with specific examples of local, state and national interventions to provide a comprehensive overview of the topic. This format has yielded a book that is broad in scope yet detailed in providing illustrations of the intricacies of reform movements., In The Children Left Behind, Daniel Duke takes readers on a remarkable journey through 15 years of America's unprecedented struggle to improve its lowest-performing schools. With a contextual and nuanced examination of such efforts at the federal, state, and local district levels, Duke identifies what worked and what did not work to change conditions on the ground for underserved students. This is a must-read book--indeed a wise and inspiring gem--for policy-makers, educators, and the public committed to taking the next steps toward achieving educational excellence, with equity, for all children., For the past three decades America has been engaged in an all-out assault to improve schooling for low-income children, mostly in urban schools. By all accounts those efforts have had little to no effect. In The Children Left Behind, Dan Duke provides one of the first, and in my view best, comprehensive assessments of the policies and programs that have been part of the school turnaround agenda. His analysis, informed by a deep understanding of context, history, and assumptions, reveals many of the mistakes made, the reasons for the modest but important successes, and points the way for a path forward
Dewey Edition
23
TitleLeading
The
Dewey Decimal
371.2/07
Table Of Content
Table of Contents Introduction Section I: The Making of a Mission Chapter 1: The Evolving Role of the Federal Government in Helping the Lowest-performing Schools Chapter 2: "If You Can Turn Around Buffalo, You Can Turn Around Anything" Section II: The States' Growing Impact on the Lowest-performing Schools Chapter 3: State Takeovers and the Complexities of Policy Making for the Lowest-performing School Districts and Schools Chapter 4: An Alternative Form of State Takeover: The Special State District for Low-performing Schools Chapter 5: Technical Assistance and Training Chapter 6: Choice, Community Action, and Closure Section III: Local Responses to State and Federal Pressure to Help the Children Left Behind Chapter 7: One Best Way to Leave No Child Behind Chapter 8: Local Innovation and Options: A Better Prescription? Chapter 9: Developing District Capacity to Support School Turnarounds Section IV: Reflections on America's Struggle to Improve Its Lowest-performing Schools Chapter 10: Reviewing an Equivocal Verdict Chapter 11: Thinking about the Path Ahead
Synopsis
Between 2002 and 2016, the federal government, state governments, and school districts undertook unprecedented measures to improve the lowest-performing schools. This book draws on dozens of actual examples to illustrate the wide range of interventions adopted over this time period. Among the initiatives examined in depth are efforts by states to provide technical assistance to schools and districts, offer students educational choices, engage communities in school improvement, take over low-performing schools and districts, create special state-run school districts, and close failing schools. Also discussed are district-initiated measures, including programs to standardize instruction, innovative approaches to raising student achievement, and restructuring of district operations. The book concludes with an assessment of 15 years of turnaround initiatives and recommendations based on lessons learned over this time period.
LC Classification Number
LB2822.82.D84 2016
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Numéro de TVA : GB 724498118
CRN: 03800600
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Inscrit comme vendeur professionnel
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- .***i (753)- Évaluations laissées par l'acheteur.Dernier moisAchat vérifiéGood product and seller
- 3***d (586)- Évaluations laissées par l'acheteur.Dernier moisAchat vérifiéTook my $ and NEVER sent the book. One month later I asked for my $ back. NEVER heard from this outfit. Stay away.
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