Literaturnachweis - Detailanzeige
| Autor/inn/en | Acker-Hocevar, Michele; Touchton, Debra |
|---|---|
| Titel | How Principals Level the Playing Field of Accountability in Florida's High-Poverty/Low-Performing Schools--Part I: The Intersection of High-Stakes Testing and Effects of Poverty on Teaching and Learning. |
| Quelle | In: International Journal of Educational Reform, 11 (2002) 2, S.106-24 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| Schlagwörter | Accountability; Educational Improvement; Elementary Secondary Education; Equal Education; High Stakes Tests; Instruction; Language Impairments; Leadership Effectiveness; Learning; Organizational Change; Poverty Areas; Principals; School Demography; Values; Florida Verantwortung; Teaching improvement; Unterrichtsentwicklung; Teaching process; Unterrichtsprozess; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Führungseffizienz; Lernen; Organisationswandel; Principal; Schulleiter; Schulbesuchsrate; Wertbegriff |
| Abstract | Case study examines attitudes of principals in selected high-poverty/low-performing Florida schools toward the state's system of school improvement and accountability. Finds that principals oppose the high-stakes nature of the Florida Comprehensive Assessment Test because of unfair comparisons with more affluent schools. Principals believe that measuring student growth is a more equitable way to determine student progress. (Contains 25 references.) (PKP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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