The forces behind school change. Defining and understanding the call for improvement.

Autor/in	Carman, Tim J.
Titel	The forces behind school change. Defining and understanding the call for improvement.
Quelle	Lanham, Md. u.a.: Rowman & Littlefield Education (2008), VIII, 124 S.Verfügbarkeit
Beigaben	Literaturangaben S. 117-121
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-57886-584-0; 978-1-57886-585-7
Schlagwörter	Evaluation; Chancengleichheit; Soziale Ungleichheit; Armut; Chancengleichheit; Lebenswelt; Planung; Schüler; Schule; Soziale Ungleichheit; Evaluation; Schulleistung; USA; Hirnforschung; Schulerfolg; Schulentwicklung; Empfehlung; Förderung; Kohäsion; Ungleichheit; Planung; Förderung; Schule; Schulentwicklung; Schulkultur; Schüler; Schulerfolg; Schulleistung; Schülerleistung; Individualisierender Unterricht; Hirnforschung; Ungleichheit; Kohäsion; Armut; Segregation; Empfehlung; Lebenswelt; Rechenschaftslegung; Standard; USA
Abstract	Universal standards that do not account for differences in student readiness create an uneven measure. That is where this book comes in. [It] is intended to be a resource for schools of affluence and also for schools of poverty. This classic dichotomy is at the center of the tension. The author argues that there is hope amid all the tension. The book will provide school communities with the knowledge and skills to close the achievement gap. In addition to dozens of best practice ideas that schools will need, this book also spotlights how to use the most up-to-date information on the brain to help students achieve educational excellence and provides hope, confidence, and the know-how to accomplish the seemingly impossible task of insuring that every child, no matter their background, will meet the high academic standards that are required. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/1