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Rethinking the allocation of teaching resources : some lessons from high performing schools

Author: Karen Hawley Miles; Linda Darling-Hammond; Educational Resources Information Center (U.S.)
Publisher: [Philadelphia, PA] : Consortium for Policy Research in Education, University of Pennsylvania, Graduate School of Education ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, ©1997.
Series: CPRE research report series, RR-38.
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
Although a great deal of debate surrounds the level and allocation of resources to public schools, very little of this discussion addresses how schools might organize teaching resources more effectively at the school level. This paper describes case studies of five high performing public schools that have organized professional resources in innovative ways. The study sought to detail alternative ways of deploying  Read more...
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Details

Genre/Form: Reports, Research
Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Karen Hawley Miles; Linda Darling-Hammond; Educational Resources Information Center (U.S.)
OCLC Number: 40922969
Notes: Shipping list no.: 99-0121-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1998]. 1 microfiche.
Description: 1 volume.
Series Title: CPRE research report series, RR-38.
Other Titles: Some lessons from high performing schools
Responsibility: Karen Hawley Miles, Linda Darling-Hammond.

Abstract:

Although a great deal of debate surrounds the level and allocation of resources to public schools, very little of this discussion addresses how schools might organize teaching resources more effectively at the school level. This paper describes case studies of five high performing public schools that have organized professional resources in innovative ways. The study sought to detail alternative ways of deploying instructional resources in order to provide concrete alternatives to traditional organization of teachers and to quantify objectively the ways in which these schools use resources differently depending on their instructional goals and strategies. Although the schools studied looked very different from one another, they shared five principles of resource allocation which are outlined in this paper. The paper develops a framework for re-examining the use of resources and a methodology which may be used to measure the extent to which schools use their resources in focused ways to support teaching and learning. (Author).

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