Gotowa bibliografia na temat „Middle school reform”
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Artykuły w czasopismach na temat "Middle school reform"
Bryant, Darren A., i Chunping Rao. "Teachers as reform leaders in Chinese schools". International Journal of Educational Management 33, nr 4 (7.05.2019): 663–77. http://dx.doi.org/10.1108/ijem-12-2017-0371.
Pełny tekst źródłaStrahan, David, Jewell Cooper i Martha Ward. "Middle School Reform Through Data and Dialogue". Evaluation Review 25, nr 1 (luty 2001): 72–99. http://dx.doi.org/10.1177/0193841x0102500104.
Pełny tekst źródłaColeman, Mary Ruth, i James J. Gallagher. "The Successful Blending of Gifted Education with Middle Schools and Cooperative Learning: Two Studies". Journal for the Education of the Gifted 18, nr 4 (październik 1995): 362–84. http://dx.doi.org/10.1177/016235329501800402.
Pełny tekst źródłaRuby, Allen M. "Internal Teacher Turnover in Urban Middle School Reform". Journal of Education for Students Placed at Risk (JESPAR) 7, nr 4 (październik 2002): 379–406. http://dx.doi.org/10.1207/s15327671espr0704_2.
Pełny tekst źródłaCady, JoAnn. "Implementing Reform Practices in a Middle School Classroom". Mathematics Teaching in the Middle School 11, nr 9 (maj 2006): 460–66. http://dx.doi.org/10.5951/mtms.11.9.0460.
Pełny tekst źródłaSOFO, RON. "Voices Inside Schools: Beyond NCLB and AYP: One Superintendent's Experience of School District Reform". Harvard Educational Review 78, nr 2 (1.07.2008): 391–409. http://dx.doi.org/10.17763/haer.78.2.r203q61g53q81327.
Pełny tekst źródłaNoonan, James. "In Here, Out There: Professional Learning and the Process of School Improvement". Harvard Educational Review 84, nr 2 (13.06.2014): 145–61. http://dx.doi.org/10.17763/haer.84.2.3qh5661426wn4356.
Pełny tekst źródłaGaudio, Angelo. "Giovanni Gozzer and the reform of secondary schools in Italy during the Seventies". Rivista di Storia dell’Educazione 8, nr 1 (26.05.2021): 61–69. http://dx.doi.org/10.36253/rse-10362.
Pełny tekst źródłaMorante-Brock, Sandra. "The Common Core State Standards: School Reform at Three Suburban Middle Schools". Journal of School Public Relations 35, nr 2 (1.04.2014): 207–41. http://dx.doi.org/10.3138/jspr.35.2.207.
Pełny tekst źródłaGray, Elizabeth, i Rebecca Lowenhaupt. "Reinventing Middle School Using Design Thinking: Managing Reform at an Independent School". Journal of Cases in Educational Leadership 24, nr 3 (10.02.2021): 39–48. http://dx.doi.org/10.1177/1555458921991214.
Pełny tekst źródłaRozprawy doktorskie na temat "Middle school reform"
Smith, AnneMarie Kestner. "Culture and Middle School Reform| From Stalled to Cruising. A Case Study of a Leadership Team's Journey Implementing Middle School Reform". Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076078.
Pełny tekst źródłaAcademic and behavioral success in middle school is a predictor of academic and behavioral success in high school. How best to provide a developmentally responsive education to students at the middle level is a challenge that American educators and policymakers need to address (Jackson et al., 2000). This case study provides an understanding of the unique organizational structures and school culture that contributed to a diverse school’s fostering and sustaining the goals of a middle school reform initiative designed to contribute to students’ academic and behavioral success.
Once a low-performing school with high disciplinary referrals, Crossroads Middle School is now considered exemplary because of high ratings on district climate surveys and success in increasing student achievement for all student groups since implementation of the reform strategy. Notably, during the reform implementation, three principals led the school. Given this leadership turnover, the school’s success cannot be attributed to one charismatic leader, but rather the organizational culture fostered by the instructional leadership team. Data include interviews with 19 past and present members of the instructional leadership team, meeting observations, and reviews of school documents and artifacts. This exemplary case study reveals the shared norms, values, and beliefs developed over time by the leadership team members as they designed and implemented the structures, policies, and practices needed to foster the goals of the reform.
Crossroads had and continues to have a student population that mirrors the demographics of its large diverse district. This diversity contributes to the relevancy of the findings for other school leaders in districts that have diverse student populations and who seek to improve middle level education. The results of this study may inform district leaders and school-based staff seeking to adopt a middle school model uniquely suited to developing middle school students, and seeking to develop a staff with skill sets unique to teaching students at the middle school level.
Watson, James Richard. "Organizational change and reform in middle grade education: A California middle school case study". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1140.
Pełny tekst źródłaDelery, Alan. "School Choice: The Black Middle-class Dilemma". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1128.
Pełny tekst źródłaPatrick, Christy M. "Educational Stakeholders' Perceptions during Grading Reform in One Middle School". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736294.
Pełny tekst źródłaThe purpose of this study was to analyze the factors influencing middle school grading reform. The study involved all stakeholders in one middle school community. Participants were surveyed to determine which standards-based grading practices were most welcomed among middle school students, parents, teachers, and administrators. Additionally, students’ perceived motivation levels when evaluated using standards-based grading practices were quantified and the necessary support needs of middle school teachers were identified as they attempted school-wide grading reform. Many are calling for school leaders to evaluate unreliable traditional grading methods and reform grading to a standards-based approach (Guskey, Swan, & Jung, 2011; Wormeli, 2013). For this reason, the survey items used in the study were based on the positive and negative outcomes of standards-based grading found in current research. The sample groups for the study included 137 middle school students, 148 parents, 25 teachers, and three administrators. Descriptive statistics were used to analyze the results of Likert-style survey items and open-ended questions. Findings indicated the most accepted grading changes among all stakeholders included allowing students multiple attempts to show the learning of a concept and providing for awareness and understanding of learning objectives. The teacher survey results revealed necessary support needs when attempting grading reform include the following: making grading decisions together as a faculty, communicating grading changes with parents, and allowing for time to implement grading changes correctly.
Geraghty, Eileen Theresa 1952. "Site-based decision-making in the realm of middle school reform". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282489.
Pełny tekst źródłaAdams, John Ray. "Aligning brain-based middle school reform with the California State Standards". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.
Pełny tekst źródłaStuart, Hammer Kathryn Elizabeth. "An assessment of standards based reform in Florida's middle school science programs". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004704.
Pełny tekst źródłaCauthen, Sandra Dalton. "Documenting Systemic Reform in Mathematics: A Case Study of One Middle School". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28628.
Pełny tekst źródłaPh. D.
West, Wycondia. "A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2704.
Pełny tekst źródłaHill, Lynn Thomas. "TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29475.
Pełny tekst źródłaPh. D.
Książki na temat "Middle school reform"
(Program), Middle Start. Middle Start rubrics for comprehensive school reform. New York, NY: Middle Start National Center at AED, 2003.
Znajdź pełny tekst źródłaHatch, Holly. Mobilizing resources for district-wide middle-grades reform. Columbus, Ohio: National Middle School Association, 1997.
Znajdź pełny tekst źródłaLewis, Anne Chambers. Changing the odds: Middle school reform in progress, 1991-1993. New York, N.Y: Edna McConnell Clark Foundation, 1993.
Znajdź pełny tekst źródłaLewis, Anne Chambers. Believing in ourselves: Progress and struggle in urban middle school reform 1989-1995. New York, NY: Edna McConnell Clark Foundation, 1995.
Znajdź pełny tekst źródłaBliss, Traci. Secondary and middle school teachers in the midst of reform: Common thread cases. Upper Saddle River, N.J: Merrill, 1998.
Znajdź pełny tekst źródłaSecond-language learners and middle school reform: A case study of a school in transition. Washington, DC: Council of Chief State School Officers, 1995.
Znajdź pełny tekst źródłaUnderwood, Terry. The portfolio project: A study of assessment, instruction, and middle school reform. Urbana, Ill: National Council of Teachers of English, 1999.
Znajdź pełny tekst źródłaWheelock, Anne. Safe to be smart: Building a culture for standards-based reform in the middle grades. Columbus, Ohio: National Middle School Association, 1998.
Znajdź pełny tekst źródłaThe challenge of school reform: A journalist's education in the classroom. Lanham, Md: Rowman & Littlefield Publishers, 2010.
Znajdź pełny tekst źródłaMinicucci, Catherine. Learning science and English: How school reform advances scientific learning for limited English proficient middle school students. [Santa Cruz, Calif.]: National Center for Research on Cultural Diversity and Second Language Learning, 1996.
Znajdź pełny tekst źródłaCzęści książek na temat "Middle school reform"
Rakow, Susan. "National Reform Movements and Trends". W Educating Gifted Students in Middle School, 123–37. Wyd. 3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234807-5.
Pełny tekst źródłaHill, Peter W., i V. Jean Russell. "Systemic, Whole-School Reform of the Middle Years of Schooling". W Enhancing Educational Excellence, Equity and Efficiency, 167–96. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4253-3_8.
Pełny tekst źródłaSondergeld, Toni A., Andrea R. Milner, Laurence J. Coleman i Thomas Southern. "Lessons from the Field: Examining the Challenges and Successes of a Mathematics and Science Program Using Acceleration and Enrichment for Gifted Urban Middle School Students". W Secondary STEM Educational Reform, 75–101. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137002228_4.
Pełny tekst źródłaCleveland, Benjamin. "Addressing the Spatial To Catalyse Socio-Pedagogical Reform in Middle Years Education". W The Translational Design of Schools, 27–49. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-364-3_2.
Pełny tekst źródłaTu, Mingjiang, Ling Li i Jiafu Zheng. "Issues and Policy Studies of the Mechanism Governing the Flow of Teachers in Primary and Middle Schools—A Case Study of the Pastoral Areas in the SK Autonomous Region". W Chinese Elementary Education System Reform in Rural, Pastoral, Ethnic, and Private Schools, 75–104. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4561-5_3.
Pełny tekst źródłaPendergast, Donna. "School reform and sustainable practice". W Teaching Middle Years, 323–58. Routledge, 2020. http://dx.doi.org/10.4324/9781003117780-23.
Pełny tekst źródłaSenk, Sharon L., i Denisse R. Thompson. "Middle School Mathematics Curriculum Reform". W Standards-Based School Mathematics Curricula, 181–92. Routledge, 2020. http://dx.doi.org/10.4324/9781003064275-8.
Pełny tekst źródła"CHAPTER TWO: Religious Reform: The Reform Movement and the Historical Positivist School". W The Middle Way, 158–343. Boston, USA: Academic Studies Press, 2019. http://dx.doi.org/10.1515/9781618114099-006.
Pełny tekst źródła"Chapter Four. Boston: Agenda Setting and School Reform in a Mayor-centric System". W Mayors in the Middle, 96–119. Princeton University Press, 2004. http://dx.doi.org/10.1515/9780691222578-006.
Pełny tekst źródłaHurtado, María Elena Zepeda. "Evaluation of Teaching Competency-Based Performance in Middle School Education". W Advances in Educational Marketing, Administration, and Leadership, 159–81. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0457-3.ch010.
Pełny tekst źródłaStreszczenia konferencji na temat "Middle school reform"
Ju-Cheol, Shin. "North Koreas Middle School Education". W 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.93.
Pełny tekst źródłaCheng, Chun-Hung, i Mei-Ju Chen. "SCHOOL LEADERSHIP AND TEACHERS’ IMPLEMENTATION OF CURRICULUM REFORM IN TAIWAN: MEDIATING EFFECT OF TEACHERS' ORIENTATION". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end144.
Pełny tekst źródłaChan, Waichun. "Correlation Analysis of Physical Exercise and Mental Health of Middle School Students — An Empirical Study based on 10 Middle Schools in H Province". W Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.141.
Pełny tekst źródłaZhu, Jiarui, Wangliang Mei i Kai Hu. "Comparative Study on Sports Behavior Habits of Middle School Students Between China and Singapore". W 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.022.
Pełny tekst źródłaLiang, Zirou. "Research on the Formation and Cultivation of Psychological Resilience in Middle School Students". W Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191206.033.
Pełny tekst źródłaYao, Fang, i Dengguang Yu. "To Sow the Seeds of Innovation Consciousness in Junior Middle School Students Based on Material Engineering". W 2018 International Conference on Social Science and Education Reform (ICSSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsser-18.2018.64.
Pełny tekst źródłaShi, Ping, i Wei Wang. "The Practice of English Reading Teaching in Junior Middle School based on Basic Education Reform". W Proceedings of the 3rd Annual International Conference on Education and Development (ICED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iced-18.2018.31.
Pełny tekst źródłaLin, Jiayi. "The Comparative Study of Teachers as Reform Leaders in Middle School Between Hong Kong and Mainland". W 6th International Conference on Humanities and Social Science Research (ICHSSR 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200428.003.
Pełny tekst źródłaLu, Guo, Xiaohong Lin i Dan Li. "A Study on the Basic Situation of PE Teachers in the Background of Sports senior high school entrance examination reform in urban middle school, Jilin province". W 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.279.
Pełny tekst źródłaYin, Xuechi, Jian Mao i Lan Luo. "A Review of Researches on Teachers’ Occupational Burnout in Primary and Middle Schools". W 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.050.
Pełny tekst źródłaRaporty organizacyjne na temat "Middle school reform"
Thieman, Gayle. Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1460.
Pełny tekst źródłaFullan, Michael, i Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, grudzień 2020. http://dx.doi.org/10.18235/0002959.
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