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Volumn , Issue , 2013, Pages 155-175

High-Quality Learning Opportunities in High Poverty Middle Schools: Moving from Rhetoric to Reality

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EID: 85139330786     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203613542-18     Document Type: Chapter
Times cited : (3)

References (32)
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    • Balfanz, R. (2000). Why do so many urban public school students demonstrate so little academic achievement? The underappreciated importance of time and place. In M.G. Sanders (Ed.), Schooling at risk: Research, policy, and practice in the education ofp oor and minority adolescents (pp. 37-62). Mahwah, NJ: Erlbaum Associates.
    • (2000) Schooling at Risk: Research, Policy, and Practice in the Education Ofp Oor and Minority Adolescents , pp. 37-62
    • Balfanz, R.1    Sanders, M.G.2
  • 4
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    • Transforming high-poverty urban middle schools into strong learning institutions: Lessons from the first five years of the Talent Development Middle School
    • Balfanz, R., and Mac rver, D.J. (2000). Transforming high-poverty urban middle schools into strong learning institutions: Lessons from the first five years of the Talent Development Middle School. Journal of Education for Students Placed at Risk, 5(1&2), 137-158.
    • (2000) Journal of Education for Students Placed at Risk , vol.5 , Issue.12 , pp. 137-158
    • Balfanz, R.1    Mac Rver, D.J.2
  • 5
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    • Achieving algebra for all with a facilitated instructional program: First year results of the Talent Development Middle School Mathematics Program
    • (, April), Montreal, Canada
    • Balfanz, R., Mac rver, D.J., and Ryan, D. (1999, April). Achieving algebra for all with a facilitated instructional program: First year results of the Talent Development Middle School Mathematics Program. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
    • (1999) Paper Presented at the Annual Meeting of the American Educational Research Association
    • Balfanz, R.1    Mac Rver, D.J.2    Ryan, D.3
  • 8
    • 0032355537 scopus 로고    scopus 로고
    • Teacher learning that supports student learning
    • Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership, 55(5), 6-11.
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  • 9
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    • What are we doing to early adolescents? The impact of educational contexts on early adolescents
    • Eccles, J.S., Lord, S., and Midgley, e. (1991). What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education, 90(4), 521-539.
    • (1991) American Journal of Education , vol.90 , Issue.4 , pp. 521-539
    • Eccles, J.S.1    Lord, S.2
  • 13
    • 30744461628 scopus 로고    scopus 로고
    • An 'elective replacement' approach to providing extra help in math: The Talent Development Middle Schools' Computer-and Team-Assisted Mathematics Acceleration (CATAMA) Program
    • Mac Iver, D.J., Balfanz, R., and Plank, S. (1998). An 'elective replacement' approach to providing extra help in math: The Talent Development Middle Schools' Computer-and Team-Assisted Mathematics Acceleration (CATAMA) Program. Research in Middle Level Education Quarterly, 22(2), 1-23.
    • (1998) Research in Middle Level Education Quarterly , vol.22 , Issue.2 , pp. 1-23
    • Mac Iver, D.J.1    Balfanz, R.2    Plank, S.3
  • 15
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    • Improving urban schools: Developing the talents of students placed at risk
    • In (Ed.), Columbus, OH: National Middle School Association
    • Mac Iver, D.J., & Plank, S. (1997). Improving urban schools: Developing the talents of students placed at risk. In J.L. Irvin (Ed.), What current research says to the middle level practioner (pp. 243-256). Columbus, OH: National Middle School Association.
    • (1997) What Current Research Says to the Middle Level Practioner , pp. 243-256
    • Mac Iver, D.J.1    Plank, S.2    Irvin, J.L.3
  • 19
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    • Sustained inquiry in education: Lessons from skill grouping and class size
    • Mosteller, ED., Light, R.J., and Sachs, J.A. (1996). Sustained inquiry in education: Lessons from skill grouping and class size. Harvard Education Review, 6, 797-842.
    • (1996) Harvard Education Review , vol.6 , pp. 797-842
    • Mosteller, E.D.1    Light, R.J.2    Sachs, J.A.3
  • 20
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    • Los Angeles: National Center for History in the Schools
    • National Center for History in the Schools. (1996). National standards for history. Los Angeles: National Center for History in the Schools.
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    • In the long run: Longitudinal assessments of the Student Team Literature Program. Paper presented at the annual meeting of the American Educational Research Association
    • April
    • Plank, S., and Young, E. (1999, April). In the long run: Longitudinal assessments of the Student Team Literature Program. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
    • (1999) Montreal, Canada
    • Plank, S.1    Young, E.2
  • 25
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    • A splintered vision: An investigation of us. science and mathematics education
    • The Netherlands: Kluwer
    • Schmidt, WH., McKnight, c.c., and Raizen, S.A. (1997). A splintered vision: An investigation of us. science and mathematics education. Dordrecht, The Netherlands: Kluwer.
    • (1997) Dordrecht
    • Schmidt, W.H.1    McKnight, C.C.2    Raizen, S.A.3
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    • Mathematics equals opportunity. White paper prepared for u.S
    • Washington, DC: Author
    • u.S. Department of Education. (1997). Mathematics equals opportunity. White paper prepared for u.S. Secretary of Education Richard W Riley. Washington, DC: Author.
    • (1997) Secretary of Education Richard W Riley
  • 30
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    • Year two talent development at Cooke Middle School· A report from two focus groups
    • Useem, E.L. (1999). Year two talent development at Cooke Middle School· A report from two focus groups. Philadelphia: Philadelphia Education Fund.
    • (1999) Philadelphia: Philadelphia Education Fund
    • Useem, E.L.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.