Challenges and potential of a collaborative approach to education reform / / Susan Bodilly ... [et al.].
How has the Collaborating for Education Reform Initiative fared at the sites that have adopted it? The authors found that, while none had met final goals, the collaboratives had varying degrees of success and some offered promise..
Saved in:
: | |
---|---|
TeilnehmendeR: | |
Year of Publication: | 2004 |
Edition: | 1st ed. |
Language: | English |
Physical Description: | 1 online resource (187 p.) |
Notes: | "MG-216." |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
993628460704498 |
---|---|
ctrlnum |
(CKB)1000000000345777 (EBL)227824 (OCoLC)475935163 (SSID)ssj0000277758 (PQKBManifestationID)11195760 (PQKBTitleCode)TC0000277758 (PQKBWorkID)10241184 (PQKB)11513803 (Au-PeEL)EBL227824 (CaPaEBR)ebr10152602 (OCoLC)560201159 (MiAaPQ)EBC227824 (EXLCZ)991000000000345777 |
collection |
bib_alma |
record_format |
marc |
spelling |
Challenges and potential of a collaborative approach to education reform / Susan Bodilly ... [et al.]. 1st ed. Santa Monica, CA : RAND, c2004. 1 online resource (187 p.) text txt computer c online resource cr Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE- Introduction; The Problem That Concerned the Ford Foundation; Prior Reform Efforts; Strategy Chosen by the Ford Foundation; Description of CERI Sites; Purpose and Audience of the Report; Methodology; Remainder of the Report; CHAPTER TWO- Literature Review, Indicators, and Methodology; Literature Review; Characteristics or Indicators of Progress; Methodology; CHAPTER THREE- History of CERI Reform; Request for Proposals; Profile of the Sites at the Start of CERI Roles of Learning Communities Network and RAND Developing a Set of Common Characteristics for Well-Functioning Collaboratives; Second Round and Actions in Spring 2003; Implications; CHAPTER FOUR- Progress of Sites; Overview of Site Progress; Four Types of Experiences Emerged; Struggling Partnerships; Coordinated Partnerships; Collaboratives with Moderate Progress; Collaboratives with Significant Progress; Discussion; CHAPTER FIVE- Themes from CERI; Networking Was an Important First Step and a Challenge by Itself; Stakeholder Involvement Was Necessary Effectively Involving School Staff Supported Progress Leads' Legitimacy Strengthened Collaborative Formation; The Manner of How Collaborative Members Worked Together Determined Growth; Leadership Style Played a Role in Collaborative Development; Building the Legitimacy of the Collaborative Proved Critical for Sustainment; Adeptly Using Information Helped Identify Key Issues; Regular Data Analysis and Reflection Enabled Beneficial Adaptation; Planning for Sustaining the Collaborative and Scaling Up the Reform Agenda Needed to Be Addressed Early; Summary; CHAPTER SIX- Conclusions and Observations Conclusions Observations on Improving Efforts at Collaborative Building; APPENDIX A- Collaborative Context; Bibliography How has the Collaborating for Education Reform Initiative fared at the sites that have adopted it? The authors found that, while none had met final goals, the collaboratives had varying degrees of success and some offered promise.. English Also available in electronic form via the RAND Corporation Web site. "MG-216." Includes bibliographical references (p. 157-160). School improvement programs United States Case studies. Community and school United States Case studies. Education, Urban United States Case studies. Collaborating for Education Reform Initiative. 0-8330-3652-1 Bodilly, Susan J. Rand Corporation. |
language |
English |
format |
eBook |
author2 |
Bodilly, Susan J. Rand Corporation. |
author_facet |
Bodilly, Susan J. Rand Corporation. Rand Corporation. |
author2_variant |
s j b sj sjb |
author2_role |
TeilnehmendeR TeilnehmendeR |
author_corporate |
Rand Corporation. |
author_sort |
Bodilly, Susan J. |
title |
Challenges and potential of a collaborative approach to education reform / |
spellingShingle |
Challenges and potential of a collaborative approach to education reform / Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE- Introduction; The Problem That Concerned the Ford Foundation; Prior Reform Efforts; Strategy Chosen by the Ford Foundation; Description of CERI Sites; Purpose and Audience of the Report; Methodology; Remainder of the Report; CHAPTER TWO- Literature Review, Indicators, and Methodology; Literature Review; Characteristics or Indicators of Progress; Methodology; CHAPTER THREE- History of CERI Reform; Request for Proposals; Profile of the Sites at the Start of CERI Roles of Learning Communities Network and RAND Developing a Set of Common Characteristics for Well-Functioning Collaboratives; Second Round and Actions in Spring 2003; Implications; CHAPTER FOUR- Progress of Sites; Overview of Site Progress; Four Types of Experiences Emerged; Struggling Partnerships; Coordinated Partnerships; Collaboratives with Moderate Progress; Collaboratives with Significant Progress; Discussion; CHAPTER FIVE- Themes from CERI; Networking Was an Important First Step and a Challenge by Itself; Stakeholder Involvement Was Necessary Effectively Involving School Staff Supported Progress Leads' Legitimacy Strengthened Collaborative Formation; The Manner of How Collaborative Members Worked Together Determined Growth; Leadership Style Played a Role in Collaborative Development; Building the Legitimacy of the Collaborative Proved Critical for Sustainment; Adeptly Using Information Helped Identify Key Issues; Regular Data Analysis and Reflection Enabled Beneficial Adaptation; Planning for Sustaining the Collaborative and Scaling Up the Reform Agenda Needed to Be Addressed Early; Summary; CHAPTER SIX- Conclusions and Observations Conclusions Observations on Improving Efforts at Collaborative Building; APPENDIX A- Collaborative Context; Bibliography |
title_full |
Challenges and potential of a collaborative approach to education reform / Susan Bodilly ... [et al.]. |
title_fullStr |
Challenges and potential of a collaborative approach to education reform / Susan Bodilly ... [et al.]. |
title_full_unstemmed |
Challenges and potential of a collaborative approach to education reform / Susan Bodilly ... [et al.]. |
title_auth |
Challenges and potential of a collaborative approach to education reform / |
title_new |
Challenges and potential of a collaborative approach to education reform / |
title_sort |
challenges and potential of a collaborative approach to education reform / |
publisher |
RAND, |
publishDate |
2004 |
physical |
1 online resource (187 p.) Also available in electronic form via the RAND Corporation Web site. |
edition |
1st ed. |
contents |
Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE- Introduction; The Problem That Concerned the Ford Foundation; Prior Reform Efforts; Strategy Chosen by the Ford Foundation; Description of CERI Sites; Purpose and Audience of the Report; Methodology; Remainder of the Report; CHAPTER TWO- Literature Review, Indicators, and Methodology; Literature Review; Characteristics or Indicators of Progress; Methodology; CHAPTER THREE- History of CERI Reform; Request for Proposals; Profile of the Sites at the Start of CERI Roles of Learning Communities Network and RAND Developing a Set of Common Characteristics for Well-Functioning Collaboratives; Second Round and Actions in Spring 2003; Implications; CHAPTER FOUR- Progress of Sites; Overview of Site Progress; Four Types of Experiences Emerged; Struggling Partnerships; Coordinated Partnerships; Collaboratives with Moderate Progress; Collaboratives with Significant Progress; Discussion; CHAPTER FIVE- Themes from CERI; Networking Was an Important First Step and a Challenge by Itself; Stakeholder Involvement Was Necessary Effectively Involving School Staff Supported Progress Leads' Legitimacy Strengthened Collaborative Formation; The Manner of How Collaborative Members Worked Together Determined Growth; Leadership Style Played a Role in Collaborative Development; Building the Legitimacy of the Collaborative Proved Critical for Sustainment; Adeptly Using Information Helped Identify Key Issues; Regular Data Analysis and Reflection Enabled Beneficial Adaptation; Planning for Sustaining the Collaborative and Scaling Up the Reform Agenda Needed to Be Addressed Early; Summary; CHAPTER SIX- Conclusions and Observations Conclusions Observations on Improving Efforts at Collaborative Building; APPENDIX A- Collaborative Context; Bibliography |
isbn |
1-280-12682-5 9786613530684 0-8330-4060-X 1-59875-073-9 0-8330-3652-1 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB2822 |
callnumber-sort |
LB 42822.82 C397 42004 |
genre_facet |
Case studies. |
geographic_facet |
United States |
illustrated |
Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
371 - Schools & their activities; special education |
dewey-full |
371.2/00973 |
dewey-sort |
3371.2 3973 |
dewey-raw |
371.2/00973 |
dewey-search |
371.2/00973 |
oclc_num |
475935163 560201159 |
work_keys_str_mv |
AT bodillysusanj challengesandpotentialofacollaborativeapproachtoeducationreform AT randcorporation challengesandpotentialofacollaborativeapproachtoeducationreform |
status_str |
n |
ids_txt_mv |
(CKB)1000000000345777 (EBL)227824 (OCoLC)475935163 (SSID)ssj0000277758 (PQKBManifestationID)11195760 (PQKBTitleCode)TC0000277758 (PQKBWorkID)10241184 (PQKB)11513803 (Au-PeEL)EBL227824 (CaPaEBR)ebr10152602 (OCoLC)560201159 (MiAaPQ)EBC227824 (EXLCZ)991000000000345777 |
carrierType_str_mv |
cr |
is_hierarchy_title |
Challenges and potential of a collaborative approach to education reform / |
author2_original_writing_str_mv |
noLinkedField noLinkedField |
_version_ |
1806312284404842496 |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01354nam a22003494a 4500</leader><controlfield tag="001">993628460704498</controlfield><controlfield tag="005">20200520144314.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr -n---------</controlfield><controlfield tag="008">040601s2004 caua ob 000 0 eng </controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1-280-12682-5</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9786613530684</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0-8330-4060-X</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1-59875-073-9</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(CKB)1000000000345777</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EBL)227824</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)475935163</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SSID)ssj0000277758</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PQKBManifestationID)11195760</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PQKBTitleCode)TC0000277758</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PQKBWorkID)10241184</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PQKB)11513803</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL227824</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(CaPaEBR)ebr10152602</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)560201159</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)EBC227824</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EXLCZ)991000000000345777</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">n-us---</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LB2822.82</subfield><subfield code="b">.C397 2004</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.2/00973</subfield><subfield code="2">22</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Challenges and potential of a collaborative approach to education reform /</subfield><subfield code="c">Susan Bodilly ... [et al.].</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Santa Monica, CA :</subfield><subfield code="b">RAND,</subfield><subfield code="c">c2004.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (187 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE- Introduction; The Problem That Concerned the Ford Foundation; Prior Reform Efforts; Strategy Chosen by the Ford Foundation; Description of CERI Sites; Purpose and Audience of the Report; Methodology; Remainder of the Report; CHAPTER TWO- Literature Review, Indicators, and Methodology; Literature Review; Characteristics or Indicators of Progress; Methodology; CHAPTER THREE- History of CERI Reform; Request for Proposals; Profile of the Sites at the Start of CERI</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Roles of Learning Communities Network and RAND Developing a Set of Common Characteristics for Well-Functioning Collaboratives; Second Round and Actions in Spring 2003; Implications; CHAPTER FOUR- Progress of Sites; Overview of Site Progress; Four Types of Experiences Emerged; Struggling Partnerships; Coordinated Partnerships; Collaboratives with Moderate Progress; Collaboratives with Significant Progress; Discussion; CHAPTER FIVE- Themes from CERI; Networking Was an Important First Step and a Challenge by Itself; Stakeholder Involvement Was Necessary</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Effectively Involving School Staff Supported Progress Leads' Legitimacy Strengthened Collaborative Formation; The Manner of How Collaborative Members Worked Together Determined Growth; Leadership Style Played a Role in Collaborative Development; Building the Legitimacy of the Collaborative Proved Critical for Sustainment; Adeptly Using Information Helped Identify Key Issues; Regular Data Analysis and Reflection Enabled Beneficial Adaptation; Planning for Sustaining the Collaborative and Scaling Up the Reform Agenda Needed to Be Addressed Early; Summary; CHAPTER SIX- Conclusions and Observations</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Conclusions Observations on Improving Efforts at Collaborative Building; APPENDIX A- Collaborative Context; Bibliography</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">How has the Collaborating for Education Reform Initiative fared at the sites that have adopted it? The authors found that, while none had met final goals, the collaboratives had varying degrees of success and some offered promise..</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English</subfield></datafield><datafield tag="530" ind1=" " ind2=" "><subfield code="a">Also available in electronic form via the RAND Corporation Web site.</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">"MG-216."</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (p. 157-160).</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">School improvement programs</subfield><subfield code="z">United States</subfield><subfield code="v">Case studies.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Community and school</subfield><subfield code="z">United States</subfield><subfield code="v">Case studies.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Education, Urban</subfield><subfield code="z">United States</subfield><subfield code="v">Case studies.</subfield></datafield><datafield tag="610" ind1="2" ind2="0"><subfield code="a">Collaborating for Education Reform Initiative.</subfield></datafield><datafield tag="776" ind1=" " ind2=" "><subfield code="z">0-8330-3652-1</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bodilly, Susan J.</subfield></datafield><datafield tag="710" ind1="2" ind2=" "><subfield code="a">Rand Corporation.</subfield></datafield><datafield tag="906" ind1=" " ind2=" "><subfield code="a">BOOK</subfield></datafield><datafield tag="ADM" ind1=" " ind2=" "><subfield code="b">2024-08-02 22:01:37 Europe/Vienna</subfield><subfield code="f">system</subfield><subfield code="c">marc21</subfield><subfield code="a">2012-02-26 01:32:54 Europe/Vienna</subfield><subfield code="g">false</subfield></datafield><datafield tag="AVE" ind1=" " ind2=" "><subfield code="i">DOAB Directory of Open Access Books</subfield><subfield code="P">DOAB Directory of Open Access Books</subfield><subfield code="x">https://eu02.alma.exlibrisgroup.com/view/uresolver/43ACC_OEAW/openurl?u.ignore_date_coverage=true&portfolio_pid=5350457980004498&Force_direct=true</subfield><subfield code="Z">5350457980004498</subfield><subfield code="b">Available</subfield><subfield code="8">5350457980004498</subfield></datafield></record></collection> |