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Articles 1 - 5 of 5

Full-Text Articles in Education

From Multiple Choice To Multiple Choices, Jonathan A. Supovitz Nov 1997

From Multiple Choice To Multiple Choices, Jonathan A. Supovitz

GSE Publications

Are standardized tests an equitable way to measure the achievement of America's children? A fresh, four-year study by the Educational Testing Service of the gender gap on standardized tests concludes that differences in performance between boys and girls are real, but not large, and cut both ways. ("ETS Disputes Charges of Gender Bias," May 14, 1997.) Still, critics of standardized testing, like the National Center for Fair & Open Testing, blast the ETS study as "a smoke screen designed to divert attention from the ongoing problems with the exams they publish."


Rethinking The Allocation Of Teaching Resources: Some Lessons From High Performing Schools, Karen Hawley Miles, Linda Darling-Hammond Nov 1997

Rethinking The Allocation Of Teaching Resources: Some Lessons From High Performing Schools, Karen Hawley Miles, Linda Darling-Hammond

CPRE Research Reports

Although a great deal of debate surrounds the level and allocation of resources to public schools, very little of this discussion addresses how schools might organize teaching resources more effectively at the school level. This paper describes case studies of five high performing public schools that have organized professional resources in innovative ways. The study sought to detail alternative ways of deploying instructional resources in order to provide concrete alternatives to traditional organization of teachers and to quantify objectively the ways in which these schools use resources differently depending on their instructional goals and strategies. Although the schools studied looked ...


Rethinking The Allocation Of Teaching Resources: Some Lessons From High Performing Schools, Karen Hawley Miles, Linda Darling-Hammond Nov 1997

Rethinking The Allocation Of Teaching Resources: Some Lessons From High Performing Schools, Karen Hawley Miles, Linda Darling-Hammond

CPRE Research Reports

Although a great deal of debate surrounds the level and allocation of resources to public schools, very little of this discussion addresses how schools might organize teaching resources more effectively at the school level. This paper describes case studies of five high performing public schools that have organized professional resources in innovative ways. The study sought to detail alternative ways of deploying instructional resources in order to provide concrete alternatives to traditional organization of teachers and to quantify objectively the ways in which these schools use resources differently depending on their instructional goals and strategies. Although the schools studied looked ...


Persistence And Change: Standards-Based Reform In Nine States, Diane Massell, Michael W. Kirst, Margaret Hoppe Apr 1997

Persistence And Change: Standards-Based Reform In Nine States, Diane Massell, Michael W. Kirst, Margaret Hoppe

CPRE Research Reports

Although public education is a constitutional responsibility of state government, state policymakers historically delegated this authority to local school districts, particularly in matters of curriculum and instruction. District policymakers, in turn, usually entrusted the curriculum to teachers or textbook publishers, and hired few district staff to develop or provide instructional guidance (Walker, 1990; Rowan, 1983; Crowson and Morris, 1985). Typically, when state or district policymakers did provide direction, they limited it to bare listings of course requirements or behavioral objectives. Few systems prescribed topics within courses or curricula; guidelines about teaching pedagogy were even rarer (Cohen and Spillane, 1993).

In ...


Persistence And Change: Standards-Based Reform In Nine States, Diane Massell, Michael W. Kirst, Margaret Hoppe Mar 1997

Persistence And Change: Standards-Based Reform In Nine States, Diane Massell, Michael W. Kirst, Margaret Hoppe

CPRE Policy Briefs

Beginning in the mid-to-late-1980s, state policymakers began to rethink their strategies for influencing curriculum and instruction in public education and adopted a policy strategy known as standards-based, systemic reform.

The rapidity with which the idea of standards-based, systemic reform took hold is remarkable, if not without historical precedent in the strongly networked field of education. Originally incubating quietly in the enclaves of professional subject-matter associations like the National Council of Teachers of Mathematics, efforts to set standards and articulate systemic reforms based on them were soon generated by nearly every state in the union (American Federation of Teachers, 1995) and ...