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Saving our schools : the case for public education : saying no to "No child left behind"

Autor: Kenneth S Goodman
Editorial: Berkeley, Calif. : RDR Books, ©2004.
Edición/Formato:   Print book : Inglés (eng)Ver todas las ediciones y todos los formatos
Base de datos:WorldCat
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Detalles

Tipo de documento: Libro/Texto
Todos autores / colaboradores: Kenneth S Goodman
ISBN: 1571431020 9781571431028
Número OCLC: 56205976
Descripción: 321 pages : illustrations ; 21 cm
Contenido: Section one --
No child left behind: a reality check --
Save our neighborhood schools / Ken and Yetta Goodman --
Ten alarming facts about no child left behind / Ken Goodman --
What's the problem for which no child left behind is the solution? / Patrick Shannon --
Faulty logic of NCLB / Patrick Shannon --
Adequate yearly progress / Patrick Shannon --
NCLB's pedagogy of the absurd / Ken Goodman --
Inflexible flexibility / Ken Goodman --
Section two --
Cast of characters --
NCLB: a tool in the neoconservative movement to privatize American education / Ken Goodman --
God's latest plan for education / Patrick Shannon --
Reading with Reid / Roger Rapoport --
Vanished without a trace, Texas style / Ken Goodman --
Destroying public schools in the name of saving them / Ken Goodman --
Rod Paige, superstar: does education policy need a pep rally? / Richard J. Meyer --
Parent support for no child left behind is thin / Ken Goodman --
2 voices of (former) Assistant Secretary of Education Susan Neuman / Ken Goodman. Section three --
School and the classroom --
Teaching knowledge and experience: do they count? / Yetta Goodman --
No illusion left behind: "high standards" meets the real world / Jerry Parks --
There is no one-plan-fits-all in education / John C. Aerni --
What the dibels is that? / Farin Houk-Cerna --
Tenth and Penn School / Roger Rapoport --
Those who can't teach, can: assessing the impact of no child left behind on teacher education / James V. Hoffman and Misty Sailors --
Section four --
Children left behind --
Real stories of children left behind / JoBeth Allen --
More children left behind / Ken Goodman --
Don't get behind: update of the Gadsden schedule change / Steven Strauss --
Section five --
Why the focus on reading and testing? --
If the underlying premise for no child left behind is false, how can that act solve our problems? / David Berliner --
How well can U.S. adults read? Government-centered vs. learner-centered estimates / Tom Sticht --
Why NCLB puts its focus on reading / Ken Goodman --
Reading and the federal laws / Ken Goodman --
Setting the record straight: federal officials are holding schools to impossible standards based on misinterpretations of the research / Richard L. Allington --
Penalizing diverse schools: similar test scores, but different students, bring federal sanctions / John R. Novack and Bruce Fuller --
No child left behind: first year report / Mary L. Fahrenbruck --
NCLB's reading first, and multilingual, multicultural learners / Jill Kerper Mora --
Errors in standardized tests: a systematic problem / Kathleen Rhoades and George Madaus. Section six --
Critics speak --
Restoring scientific integrity in policymaking / Union of concerned scientists --
Where no child left behind is not the law of the land / Roger Rapoport --
Scottsdale's "failing" schools / Roger Rapoport --
NCLB conquistadores from Utah show up in Puerto Rico / Ruth Sáez Vega --
Teacher abuse / Jill Kerper Mora --
Teachers leaving testing behind / Wendy Goodman, Sara Zadorozny, Grace Vento-Zogby --
District sues / Roger Rapoport --
Minority students most affected by curriculum changes / Council for Basic Education --
From the state of Lake Wobegon: a report of NCLB's likely impact on Minnesota / Office of the Legislative Auditor, State of Minnesota --
Section seven --
Fighting back --
From Oz to home / Dorothy Watson --
Great teachers and what they know / Yetta Goodman --
If you want to know more about no child left behind / Yetta Goodman --
What needs to be done to save and improve our schools / Ken Goodman.
Responsabilidad: edited by Ken Goodman [and others].

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