Rethinking Issues of Alignment under "No Child Left Behind." Knowledge Brief.

Autor/in	Ananda, Sri
Institution	WestEd, San Francisco, CA.
Titel	Rethinking Issues of Alignment under "No Child Left Behind." Knowledge Brief.
Quelle	(2003), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Curriculum Development; Elementary Secondary Education; Research Methodology; Standards + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research method; Forschungsmethode; Standard
Abstract	This Knowledge Brief is intended for designed and consumers of alignment studies as they begin or continue to address this issue. It describes different ways of conceptualizing and examining alignment, especially those brought to the fore by the No Child Left Behind Act. The brief first defines alignment and compares it to related concepts. Alignment refers to the degree to which standards, assessments, and other important elements in an education system are complementary and work together to gauge student learning effectively. The brief then discusses key alignment issues that states and districts now face, providing examples of the various purposes served by alignment studies and different ways to achieve alignment. It also touches on methodological advances in the study of alignment. The brief concludes with recommendations for states and districts intending to conduct or commission alignment studies. (Contains 13 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC