Kirjahaku

Book of the Year 2000 National Staff Development Council, USA How do we determine the effects and effectiveness of activities designed to enhance the professional knowledge and skills of educators so that they might improve the learning of students? Thomas R. Guskey explores the processes and procedures involved in evaluating professional development, from the very simple to the very complex, at five increasing levels of sophistication: - Participants' reactions to professional development - How much participants learn - Evaluating organizational support and change - How participants use their new knowledge and skills - Improvement in student learning . . . complete with sample evaluation forms, checklists, and helpful hints and tips.

The implementation of a 'high stakes', performace-based assessment system has resulted in financial rewards being granted to those schools demonstrating improved results, while sanctions have been imposed on schools whose academic performance is poor. Contributors to this book examine the complex issues associated with this system in the state of Kentucky and offer diverse opinion on the topic.

The implementation of a 'high stakes', performace-based assessment system has resulted in financial rewards being granted to those schools demonstrating improved results, while sanctions have been imposed on schools whose academic performance is poor. Contributors to this book examine the complex issues associated with this system in the state of Kentucky and offer diverse opinion on the topic.

As schools increasingly focus on standards-based educational requirements, many educators face significant issues about equitable grading policies for diverse student populations. This edited volume distinguishes critical concerns around standards-based grading from those less consequential and describes the research base for each issue as it relates to grading and reporting. Relating the research to implications for better practice, the contributors offer specific suggestions for improving grading policies and practices at the school and classroom levels. Their insightful essays offer practical responses for serious questions such as: - Why is grading inconsistent across states and districts? - Why do students' report card grades and classroom performance vary? - How can teachers assign fair and accurate grades to students with special learning needs? - How can educators assign fair and accurate grades to English Language Learners and effectively communicate the meaning of those grades to parents or guardians? - What are the legal issues that influence grading and reporting policies in an era of high-stakes accountability?

As schools increasingly focus on standards-based educational requirements, many educators face significant issues about equitable grading policies for diverse student populations. This edited volume distinguishes critical concerns around standards-based grading from those less consequential and describes the research base for each issue as it relates to grading and reporting. Relating the research to implications for better practice, the contributors offer specific suggestions for improving grading policies and practices at the school and classroom levels. Their insightful essays offer practical responses for serious questions such as: - Why is grading inconsistent across states and districts? - Why do students' report card grades and classroom performance vary? - How can teachers assign fair and accurate grades to students with special learning needs? - How can educators assign fair and accurate grades to English Language Learners and effectively communicate the meaning of those grades to parents or guardians? - What are the legal issues that influence grading and reporting policies in an era of high-stakes accountability?