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Item Details
| Title:
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HOW TO USE VALUE-ADDED ANALYSIS TO IMPROVE STUDENT LEARNING
A FIELD GUIDE FOR SCHOOL AND DISTRICT LEADERS |
| By: |
Kate Kennedy, Mary Peters, James M. Thomas |
| Format: |
Electronic book text |
| List price:
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£25.19 |
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We believe that this item is permanently unavailable, and so we cannot source
it.
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| ISBN 10: |
1452269017 |
| ISBN 13: |
9781452269016 |
| Publisher: |
SAGE PUBLICATIONS INC EBOOKS |
| Pub. date: |
30 November, 2011 |
| Pages: |
200 |
| Description: |
This step-by-step guide shows how to transform schools with value-added analysis, the most robust, statistically significant method for measuring student learning over time. The authors feature a five-step continuous improvement model that shows how to use value-added data both in the classroom and schoolwide to raise student achievement. |
| Synopsis: |
Value-added is the most robust, statistically significant method for connecting teachers to students. In other words, value-added analysis links teachers to students and, for the very first time, allows educators to see the amount of growth they are facilitating with students.aBuilt around the value-added analysis professional development work of Battelle for Kids, this book for district and school leaders prepares educators to understand and implement value-added analysis in order to ensure that all students are achieving and progressing. By providing a user-friendly, five-step implementation process along with success stories of schools, teachers, and students as well as strategies, samples, and tools, this book will equip educators to use value-added analysis to help accelerate student progress. It is written to inform readers about what value-added analysis is and to help them utilize value-added information in a classroom and/or school setting. |
| Publication: |
US |
| Imprint: |
Corwin Press Inc |
| Returns: |
Non-returnable |
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Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
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