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How do you know if your school is improving? Do you know what really works in reading programs...in writing...in math...in science? How do we measure what works? What about teaching to the test--or to the vast array of standards being mandated? How do we effectively use cooperative learning--and direct instruction--and alternative assessment? How do we sustain school reform? How do we get results--and measure them in terms of student achievement? In this expanded 2nd edition of Results, Mike Schmoker answers these and other questions by focusing on student learning. By (1) setting goals, (2)

School improvement programs - United States.

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How does one spread a successful educational reform? The essays here recount the authors' experiences with the scale-up process. Among their lessons are the importance of building the capacity to implement and sustain the reforms, adjusting for local culture and policy, ensuring quality control, providing the necessary infrastructure, and fostering a sense of ownership. The process is iterative and complex and requires cooperation among many actors who must ensure that the results align with goals.

Educational change - United States. --- School improvement programs - United States. --- Theory & Practice of Education --- Education --- Social Sciences --- School improvement programs --- Educational change --- Standards

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This study sets forth the RAND statistical analyses determining both the areas of significant progress in the new American schools scale-up of implementation of its whole-school reform designs, and various other areas in need of additional attention.

Educational change. --- Educational change - United States. --- School improvement programs. --- School improvement programs - United States - Eval. --- School improvement programs --- Educational change --- Evaluation --- New American Schools (Organization) --- Evaluation.

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This new and expanded edition provides a compilation of material in two parts. Part One, (An Educational Perspective,) discusses the curricular causes, needed changes in instructional delivery, curricular changes, and the visible and invisible dropout. The suggested reforms should have an immediate salutary effect on school and community. Part Two, (A Human Focus Perspective,) provides new information on delinquency and dropouts, alternative centers for learning, non-curricular changes, immigrant and seasonal farm workers, and current prevention practices. In summary, the lock-step curriculum

Community education -- United States. --- Curriculum change -- United States. --- Dropouts -- United States -- Prevention. --- Dropouts -- United States. --- High school dropouts -- United States. --- School improvement programs -- United States. --- Dropouts --- Curriculum change --- School improvement programs --- Community education --- Prevention.

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School improvement programs --- Educational change --- Enseignement --- Réforme --- #PBIB:2000.4 --- Pedagogiek en onderwijskunde --- moderne schoolsystemen --- moderne schoolsystemen. --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- School management and organization --- Moderne schoolsystemen. --- School improvement programs - United States. --- School improvement programs - Canada. --- Educational change - United States. --- Educational change - Canada. --- Enseignement - Réforme