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Tables of Contents for New American Schools' Concept of Break-The-Mold Designs
Chapter/Section Title
Page #
Page Count
Preface
iii
Figures
ix
Tables
xi
Summary
xiii
Acknowledgments
xix
Acronyms
xxi
Introduction
1
22
New American Schools' Purposes and Policy Importance
1
3
Purpose of the Study
4
2
NAS Background
6
1
NAS Design Teams
6
4
NAS Phases and Approach
10
3
Implications of the Literature
13
5
How We Went About the Study
18
3
Organization of the Report
21
2
Changes in the Portfolio of Teams and Nas's Strategy
23
12
Reduction Prior to the Demonstration Phase
24
4
Reduction After the Demonstration Phase Before Going to Scale
28
2
New Strategy for Scale-Up
30
3
Summary and Implications of NAS Portfolio and Strategy Changes
33
2
Changes to the Theory of Education Inherent in the Designs
35
62
Standards
37
6
Standards in the Original Proposals
38
1
Intervening Experiences
39
2
Standards as of 1998
41
2
Assessments
43
6
Assessments in the Original Proposals
44
1
Intervening Experiences
45
2
Assessments as of 1998
47
2
Curriculum and Instruction Elements
49
9
Curriculum and Instruction in the Original Proposals
51
3
Intervening Experiences
54
3
Curriculum and Instruction as of 1998
57
1
Student Grouping and Individualized Services
58
7
Student Grouping and Individualized Services in the Original Proposals
58
4
Intervening Experiences
62
2
Student Grouping as of 1998
64
1
Governance
65
7
Governance in the Original Proposals
65
2
Intervening Experiences
67
3
Governance and Staffing as of 1998
70
2
Community Involvement and Support
72
8
Community Involvement and Support in the Original Proposals
72
3
Intervening Experiences
75
3
Community Involvement and Services as of 1998
78
2
Professional Lives of Teachers and Role Changes
80
9
Professional Lives of Teachers in Original Proposals
80
4
Intervening Experiences
84
4
Professional Development as of 1998
88
1
NARE as a Counterexample
89
3
Implications
92
5
Development of Implementation Strategies and Supports
97
28
The School Matching or Selection Process
100
6
Selection in the Original Proposals
100
2
Intervening Experiences
102
4
Summary of Selection Process Development
106
1
Community of Teachers
106
3
Assistance to Schools
109
6
Lessons from the Intervening Years
110
4
Summary of Development of Design-Based Assistance Concept
114
1
Maintaining Quality
115
5
Benchmarks for Implementation and Implementation Checks
116
2
Measuring Progress on Student Outcomes
118
1
Use of Assessment Tools by Teams as of 1998
119
1
Implications of the Development of Implementation Strategies
120
5
Conclusions and Policy Implications
125
8
NAS Portfolio and Strategy Changes
125
1
Changes to Designs
126
1
Development of Implementation Strategies
127
1
Implications
128
5
REFERENCES
133
5
Design Team Documents Cited
138