Zobrazeno 1 - 10
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pro vyhledávání: '"Robin Detterman"'
Publikováno v:
Unconditional Education
Changing the economic and structural systems of schooling, as explored in the previous chapter, is essential. But systems change, in and of itself, is insufficient for true transformation (Elmore, 2007). Our schools are more than structural systems.
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https://doi.org/10.1093/oso/9780190886516.003.0008
https://doi.org/10.1093/oso/9780190886516.003.0008
Publikováno v:
Unconditional Education
Organizing for effective change requires an understanding both of formal systems and of intimate human relationships. It requires that efforts be intentionally embedded within local context while remaining attuned to the human dynamics that breathe l
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https://doi.org/10.1093/oso/9780190886516.003.0009
https://doi.org/10.1093/oso/9780190886516.003.0009
Unconditional education (UE) is driven by the belief that public schools are responsible for all students. This may seem a foregone conclusion: national trends in education never seem weary of exclaiming that no child shall be left behind, that all c
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https://doi.org/10.1093/oso/9780190886516.003.0006
https://doi.org/10.1093/oso/9780190886516.003.0006
Publikováno v:
Unconditional Education
Issues of coordination, integration, and early intervention are addressed throughout this book. Within the unconditional education (UE) framework, they come together in practice most visibly through the coordination of services team (COST). While the
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https://doi.org/10.1093/oso/9780190886516.003.0011
https://doi.org/10.1093/oso/9780190886516.003.0011
After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institut
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https://doi.org/10.1093/oso/9780190886516.001.0001
https://doi.org/10.1093/oso/9780190886516.001.0001
Publikováno v:
Unconditional Education
Researchers within the field of organizational development have made a concerted effort to distinguish between two types of change organizations experience: first-order change, in which individual parameters shift but the system itself stays firmly i
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https://doi.org/10.1093/oso/9780190886516.003.0013
https://doi.org/10.1093/oso/9780190886516.003.0013
By now you are likely aware that unconditional education (UE) is a practice of optimization. That is, the aim is to provide just the right amount of intervention to get the job done, but never unnecessary excess. Chapter 1 introduced the key principl
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https://doi.org/10.1093/oso/9780190886516.003.0014
https://doi.org/10.1093/oso/9780190886516.003.0014
By now it should be apparent that unconditional education (UE) is both comprehensive in its scope and ambitious in its goals. This chapter will help outline the formative assessment process that has been created as a means to inform high-quality prog
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https://doi.org/10.1093/oso/9780190886516.003.0012
https://doi.org/10.1093/oso/9780190886516.003.0012
Publikováno v:
Unconditional Education
The work of changing schools means acknowledging that we are, in fact, changing systems. Often, these are long-established systems enacted by multiple stakeholders invested in their preservation. Many efforts to promote educational equity attempt to
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https://doi.org/10.1093/oso/9780190886516.003.0007
https://doi.org/10.1093/oso/9780190886516.003.0007
Publikováno v:
Unconditional Education
The first half of this book has helped lay the theoretical foundation on which the unconditional education (UE) model stands. Building off of the three pillars of unconditional care (systems theory, relational theory, and behavioral learning theory),
Externí odkaz:
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https://doi.org/10.1093/oso/9780190886516.003.0010
https://doi.org/10.1093/oso/9780190886516.003.0010