Pacing guides

Educational Leadership

Volumn 66, Issue 2, 2008, Pages 87-88

  David, Jane L ^a  

^a Bay Area Research Group   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54049114713     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Short Survey

References (7)

1. Au, W. (2007). High-stakes testing and curricular control: A qualitative meta-synthesis. Educational Researcher, 36(5), 258-267.
2. Cobb, P., McClain, K., de Silva Lamberg, T., & Dean, C. (2003). Situating teachers' instructional practices in the institutional setting of the school and district. Educa tional Researcher, 32(6), 13-24.
3. Datnow, A., & Castellano, M. (2000). Teachers' responses to Success for All: How beliefs, experience, and adaptations shape implementation. American Educational Research Journal, 37(3), 775-799.
4. David, J. L., & Greene, D. (2007). Improving mathematics instruction in Los Angeles high schools: An evaluation of the PRISMA pilot program. Palo Alto, CA: Bay Area Research Group.
5. Kauffman, D., Johnson, S. M., Kardos, S. M., Liu, E., & Peske, H. G. (2002). "Lost at sea": New teachers' experiences with curriculum and assessment. Teachers College Record, 104(2), 273-300.
6. Louis, K. S., Febey, K., & Schroeder, R. (2005). State-mandated accountability in high schools: Teachers' interpretations of a new era. Educational Evaluation and Policy Analysis, 27(20), 177-204.
7. Wills, J. S., & Sandholtz, J. H. (in press). Constrained professionalism: Dilemmas of teaching in the face of test-based accountability. Teachers College Record.