Getting It Done - Chenoweth, Karin; Theokas, Christina
33,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in über 4 Wochen
  • Broschiertes Buch

Explores how leaders of successful high-poverty and high-minority schools help their students achieve. These educators have demonstrated what it takes to make the dream of universal education a reality-not only do they embrace the mission, they have developed the knowledge and skills required to make the dream a reality.

Andere Kunden interessierten sich auch für
Produktbeschreibung
Explores how leaders of successful high-poverty and high-minority schools help their students achieve. These educators have demonstrated what it takes to make the dream of universal education a reality-not only do they embrace the mission, they have developed the knowledge and skills required to make the dream a reality.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Autorenporträt
Karin Chenoweth is writer-in-residence at The Education Trust. She is the author of It's Being Done: Academic Success in Unexpected Schools (2007), which was named by Education Next as one of the top education books of the decade, and How It's Being Done: Urgent Lessons from Unexpected Schools (2009), both published by Harvard Education Press. A longtime education writer, she has written for a wide variety of publications including the Washington Post, Education Week, American Educator, and Black Issues in Higher Education (now Diverse). Christina Theokas is director of research at The Education Trust. She has a PhD in child development from Tufts University, where her research focused on understanding what characteristics of families, schools, and communities promote positive development in youth. Prior to joining the Ed Trust, she worked in the research and evaluation office in Alexandria City Public Schools in Alexandria, Virginia. She evaluated programs and trained principals and teachers how to understand and use available data to make instructional decisions and to guide school reform efforts. In addition, she spent ten years working in schools in various capacities including as a special education teacher, school psychologist, and supervisor of the middle school program at a special education school in Massachusetts. She focused on developing curricula and programs to meet the social, emotional, and learning needs of diverse students.