MARC Record from marc_columbia

LEADER: 06063cam a2200673Ma 4500
001 4248823
005 20220430231504.0
006 m o d
007 cr cn|||||||||
008 001129s1998 caua ob 000 0 eng d
035 $a(OCoLC)ocm45729699
035 $a(NNC)4248823
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019 $a367876428$a532733330$a961680183$a962670318$a1007371238$a1052999284$a1066612760$a1135457395$a1162000445$a1241963952
020 $a0585317593$q(electronic bk.)
020 $a9780585317595$q(electronic bk.)
020 $a083302602X
020 $a9780833026026
027 $aRAND/MR-945-NAS
035 $a(OCoLC)45729699$z(OCoLC)367876428$z(OCoLC)532733330$z(OCoLC)961680183$z(OCoLC)962670318$z(OCoLC)1007371238$z(OCoLC)1052999284$z(OCoLC)1066612760$z(OCoLC)1135457395$z(OCoLC)1162000445$z(OCoLC)1241963952
043 $an-us---
050 4 $aLB2822.82$b.G56 1998eb
072 7 $aEDU$x013000$2bisacsh
082 04 $a379.1/5/0973$221
049 $aZCUA
100 1 $aGlennan, Thomas Keith,$d1935-
245 10 $aNew American Schools after six years /$cThomas K. Glennan, Jr.
246 3 $aNew American Schools after 6 years
260 $aSanta Monica, Calif. :$bRAND,$c1998.
300 $a1 online resource (xv, 90 pages) :$billustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
500 $a"Supported by New American Schools, RAND Education."
500 $a"MR-945-NAS"--Page 4 of cover.
504 $aIncludes bibliographical references (pages 87-90).
505 0 $aFigures and tables -- The initiation of New American Schools -- Overview of report -- The potential contribution of school designs and design-based assistance to education reform -- The nature of New American Schools designs -- The character of the design-based assistance New American Schools design teams provide -- Vision inherent in design -- Strategies for implementation -- Assessment of progress and adjustment of implementation activities -- Resources and time to enable school transformationl -- Continued professional support for school staff -- Design-based assistance as a focus for jurisdictional reform -- Potential benefits of using design-based assistance as a cornerstone of a reform strategy -- Jurisdictional operating environments: lessons learned during implementation -- Marching teams with schools -- New American Schools and jurisdiction responses to problems with matching schools and design teams -- Aggregating investment resources -- School-level authority -- Lack of alignment of designs with jurisdiction accountability systems -- Professional development -- Challenges for design teams seeking self-sufficiency -- Evolution of New American Schools strategy for supporting design teams -- Challenges the design teams faced in phase 3 -- Marketing and sales -- Setting prices for services and materials -- Building a staff to provide assistance -- Further development of products and services -- New American Schools' assistance to teams for business planning -- Looking to the future -- Whole school designs -- Design-based assistance.
588 0 $aPrint version record.
520 $aIn July 1991, New American Schools (NAS) was established to develop designs for what were termed "break-the-mold" schools. Its initial goal was to create designs to help schools enable students to reach high educational standards. This simple goal has evolved into something considerably more complex. The notion of a whole-school design remains at the core of the New American Schools mission. Experience made clear, however, that designs by themselves were unlikely to effect change in schools. NAS and its design teams began work to develop design team capabilities to assist schools to implement the designs, terming this "design-based assistance." Experience also made clear that the character of the school district influenced a school's success in implementing the designs. Thus, in the last two years, NAS has devoted increasing attention to helping jurisdictions develop what it terms a "supportive operating environment." This evolution in the NAS program reflects an awareness that NAS initiative is only one of many factors affecting school performance in participating jurisdictions. For example, building and district leadership, teacher quality, union support, and community support also play major roles in shaping those outcomes. RAND, in its role as evaluator of the NAS initiative, will continue to carry out a variety of studies of the NAS initiative in an effort to understand the effects of many of these factors on student outcomes.
546 $aEnglish.
610 20 $aNew American Schools (Organization)
610 27 $aNew American Schools (Organization)$2fast$0(OCoLC)fst00724432
650 0 $aSchool improvement programs$zUnited States.
650 0 $aEducational change$zUnited States.
650 6 $aEnseignement$xRéforme$zÉtats-Unis.
650 7 $aEDUCATION$xFinance.$2bisacsh
650 7 $aEducational change.$2fast$0(OCoLC)fst00903371
650 7 $aSchool improvement programs.$2fast$0(OCoLC)fst01107461
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 7 $aTheory & Practice of Education.$2hilcc
650 7 $aEducation.$2hilcc
650 7 $aSocial Sciences.$2hilcc
655 0 $aElectronic book.
655 4 $aElectronic books.
710 2 $aRand Education (Institute)
710 2 $aNew American Schools (Organization)
776 08 $iPrint version:$aGlennan, Thomas Keith, 1935-$tNew American Schools after six years.$dSanta Monica, Calif. : RAND, 1998$z083302602X$w(DLC) 98005950$w(OCoLC)38519024
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio4248823$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS