000			01796naa a2200217uu 4500
001			5082515575117
003			OSt
005			20190211160052.0
008			050825s2005 xx ||||gr |0|| 0 eng d
100	1		_aPORTER, Andrew C. _921558
245	1	0	_aPalce-based randomized trials to test the effects on instructional practices of a mathematics/science professional development program for teachers
260			_aThousand Oaks : _bSAGE, _cMay 2005
520	3		_aA professional development model was designed for and is being tested in approximately fifty U.S. middle schools ion five large urban districts, with half in each district randomly assigned to receive the two-year treatment. Each school forms a mathematics/science leadership team of five to seven members, including at least one administrator. Taems receive professional development in district-level workshops, then work with all math and science teachers in their scholl. The core idea is to provide teachers with data on their instructional practices and student achievement, then them how to use that data to improve their effectiveness. This article documents the successes and failures of treatment implementation and the collection of baseline and outcome data. The focus is on learning about doing place-based randomized trials to test the efficacy of education programs. At the time of this writing, treatment is not yet complete and study results are not avaliable.
700	1		_aBLANK, Rolf K. _921559
700	1		_aSMITHSON, Jonh L. _921560
700	1		_aOSTHOFF, Eric _921561
773	0	8	_tThe Annals of The American Academy of Political and Social Science _g599, p. 147-175 _dThousand Oaks : SAGE, May 2005 _xISSN 00027162 _w
942			_cS
998			_a20050825 _b1557^b _cAnaluiza
998			_a20100803 _b1036^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c13422 _d13422
041			_aeng