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Nclb Meets School Realities - Sunderman, Gail L / Kim, James S / Orfield, Gary
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'A timely study on the implementation of NCLB in 6 states during the initial phase of the reform. The authors' policy recommendations will be particularly useful to policy makers and practitioners in designing more effective strategies to improve schooling quality for the least advantaged children. This book will be widely adopted in graduate courses in educational policy and intergovernmental relations' - Kenneth Wong, Professor, Peabody College, Vanderbilt University, Nashville, TN 'The well documented and thorough approach to collecting the data is a major strength. The material fit with my…mehr

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Produktbeschreibung
'A timely study on the implementation of NCLB in 6 states during the initial phase of the reform. The authors' policy recommendations will be particularly useful to policy makers and practitioners in designing more effective strategies to improve schooling quality for the least advantaged children. This book will be widely adopted in graduate courses in educational policy and intergovernmental relations' - Kenneth Wong, Professor, Peabody College, Vanderbilt University, Nashville, TN 'The well documented and thorough approach to collecting the data is a major strength. The material fit with my experiences as a practicing principal...This book can serve as a catalyst for quality conversation that is so drastically needed about how to make NCLB do what it is intended to do - ensure that every child is successful!' - Bonnie Tryon, Principal, Golding Elementary School, Cobleskill, NY, Member, 2002-2003 NAESP Board of Directors 'This is an important, topical book that provides a deep look at fundamental issues in the design and implementation of No Child Left Behind' - Richard F. Elmore, Gregory Anrig Professor of Educational Leadership, Harvard Graduate School of Education The No Child Left Behind Act (NCLB) has direct implications for what happens educationally in the classroom. Based on in-depth data from Arizona, California, Georgia, Illinois, New York and Virginia and 11 school districts within these states, authors from the acclaimed Harvard Civil Rights Project illuminate for educators the issues raised by NCLB and what the law means for local districts and schools. This is an essential resource for every educational leader interested in understanding the implications of NCLB in the classroom, participating in the dialogue, communicating issues to school communities, and discerning levels of accountability, progress, and standards.
Autorenporträt
Gail L. Sunderman is a senior research associate in K-12 Education for the Civil Rights Project at UCLA. Her research focuses on educational policy and politics, and urban school reform, including the development and implementation of education policy and the impact of policy on the educational opportunities for at-risk students. At the Civil Rights Project, she is project director on a five-year study examining the implementation of the No Child Left Behind Act of 2001 and is coauthor of the book, NCLB Meets School Realities: Lessons from the Field, also from Corwin Press. Prior research includes studies on the implementation of Title I schoolwide programs, governance reform in the Chicago Public Schools, and understanding institutional and organizational constraints on implementing school reform initiatives. Her work has appeared in Harvard Educational Review, Teachers College Record, and Educational Researcher. She is a former Fulbright scholar and received her PhD in political science from the University of Chicago.