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Tables of Contents for Lessons from New American Schools Development Corporation's Demonstration Phase
Chapter/Section Title
Page #
Page Count
Preface
iii
Figures
ix
Summary
xi
Acknowledgments
xix
Acronyms
xxi
Introduction
1
18
NASDC's Purpose and Approach
1
5
NASDC's Purpose
2
1
NASDC's Approach
3
3
NASDC' History
6
3
Phase 1
6
1
The Design Teams
6
2
Phase 2 and Its Goals
8
1
Phase 3
9
1
Purpose of RAND Formative Assessment Report
9
3
Methods
12
6
Case Study Approach
12
1
Unit of Analysis and Choice of Sites
12
1
Tracking Data Elements over Time
13
2
Data Sources and Timing
15
1
Progress Towards Goals
16
2
Organization of the Report
18
1
Essential Characteristics of and Differences Among Teams and Designs
19
14
Capacity-Building Issues Facing Design Teams
19
1
Number of Sites Chosen
20
1
Differences Among Teams in the Design Type
20
6
Curriculum and Instruction
22
1
Standards
23
1
Assessments
24
1
Student Assignment
24
1
Community Involvement/Public Engagement
24
1
Professional Development
24
1
Integrated Social Services
25
1
School Governance
25
1
District Governance
25
1
State Governance
25
1
Staff and Organization
25
1
Differences Among Teams in Approaches to the Choice Between Further Team or Site-Level Development of the Design
26
2
Team-Developed Designs
26
1
Extensive Site-Based Development
27
1
More Limited Site- Based Development
27
1
Resources for Design Team Development and for School Transformation
28
2
Implementation Strategies
30
1
Implication of Combining the Challenges Faced by Teams
30
3
Relative Progress Toward Implementation
33
8
Criterion for Assessment of Implementation Progress
33
2
Differences in Progress Among Designs and Teams
35
6
Manifestations of Progress
36
2
Basic Patterns of Progress
38
3
Relative Implementation Progress Associated With Differences in Designs or Teams
41
22
Effects of Team Readiness on Implementation Levels
41
2
Effects of Number of Sites on Implementation Levels
43
1
Effects of Design Type on Implementation Levels
44
7
Progress in Core Focus Elements
44
3
School Governance
47
1
District and State Governance
48
2
Social Services
50
1
Number of Elements
50
1
Effects of Site Development Approaches on Implementation Progress
51
3
Site-Based Curriculum Development
52
2
Other Site-Level Development
54
1
Summary of Design- or Team-Related Challenges Affecting Phase 2 Goals
54
1
Changes to Designs
55
4
Addition of Elements to Core Designs
56
1
Changes in Approaches to Design Development
57
1
Changes to the Sequence of Implementation
58
1
Implications for Phase 3 and Reform
59
4
Assistance Strategies and Their Effect on Progress
63
22
Achieving Initial Commitment from Sites in the Selection Process
63
3
Revision of Selection Strategies
66
1
Required Interactions and Supports for Reforming Schools
66
16
Implementation Components Associated with Design Teams
68
1
Introduction to All Staff
69
2
Training for All Staff
71
2
Teaming and Participatory Governance
73
2
Concrete Models and Materials
75
3
Design Team Presence and Facilitators at the Site
78
2
Teacher Time for Reform
80
2
Relationship Between Implementation and Resources
82
1
Implications
83
2
Systemic Barriers to the Institutionalization of Whole-School Designs
85
18
New Visions of Professional Development in Schools
85
8
Challenging Teachers to Take Responsibility
86
2
Teacher Teaming as Professional Development
88
1
Parent, Teacher, and Student Teaming as Professional Development
89
1
New Teacher and School Evaluation as Professional Development
90
2
Challenges to New Visions of Professionalism
92
1
New Visions of School Autonomy
93
3
Conflicting Cultural Norms Between Schools and Designs
96
4
Talented and Gifted Programs and Designs for All Students
96
2
Other Mission or Environmental Conflicts
98
2
School Culture as Barrier
100
1
Community Involvement/Public Engagement As an Essential Part of Reform
100
1
Implications
101
2
Lessons Learned About Design-Based Assistance Organizations as Agents of School Reform
103
36
Lessons Learned
103
3
Broader Accomplishment in Reform Agenda
106
4
A Capable, Well-Staffed Design Team That Understands and Supports the Tenets of the Design
107
1
A Fully Developed Design That Communicates Effectively the Vision and Specific Tasks of School Reform Advocated by the Team
107
1
A Proven Implementation Strategy and Capability to Provide Assistance over Time
108
2
The Existence of Demonstration Sites to Act as Further Laboratories of Reform and to Provide Hands-On Evidence of Success
110
1
Important, But Limited, Role of Design-Based Assistance Organizations
110
1
NASDC's Future Efforts
111
2
Appendix
A. Descriptions and Designs
113
20
B. Methodology for Research
133
6
References
139
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