TY  - BOOK
AU  - Bodilly,Susan J.
ED  - New American Schools (Organization)
ED  - Rand Corporation.
TI  - Lessons from New American Schools' scale-up phase: prospects for bringing designs to multiple schools 
SN  - 0585354391
AV  - LB2822.82 .B636 1998eb
U1  - 371.2/00973 21
PY  - 1998///
CY  - Santa Monica, Calif.
PB  - RAND
KW  - New American Schools (Organization)
KW  - fast
KW  - School improvement programs
KW  - United States
KW  - Case studies
KW  - School management and organization
KW  - School districts
KW  - School environment
KW  - EDUCATION
KW  - Administration
KW  - General
KW  - bisacsh
KW  - Education
KW  - hilcc
KW  - Social Sciences
KW  - Theory & Practice of Education
KW  - Electronic books
KW  - Electronic book
N1  - "MR-942-NAS"--Page 4 of cover; Includes bibliographical references (pages 135-140); Figures; ix --; Tables; xi --; Chapter 2; History of NAS and the Scale-Up Strategy; 7 --; Chapter 3; Research Approach and Methods; 21 --; Chapter 4; Findings on Progress Towards Implementation; 35 --; Chapter 5; The Influence of the Selection Process and School Climate; 43 --; Chapter 6; Influence of Design and Team Factors; 59 --; Chapter 7; Influence of School Structural and Site Factors; 79 --; Chapter 8; Influence of Jurisdictional and Institutional Factors; 85 --; Chapter 9; Caveats and Conclusions; 107 --; Appendix; A Backgroound History of New American Schools; 115 --; Appendix B; Descriptions and Designs; 119
N2  - New American Schools was established in 1991 to help schools transform themselves into high-performing organizations. This report is a formative assessment of the first two years (1995-1997) of the scale-up phase, during which NAS partnered with 10 jurisdictions to implement design-based programs for improving student performance. A series of lessons emerged from this analysis: (1) The effort at school reform is complex because of the multiple actors involved. (2) Design teams do not accomplish implementation by themselves but only with the cooperation of schools and districts. (3) Teachers found stable school and district leadership and clear signals about the effort's priority to be important. Perhaps the most important lesson is that there still are no silver bullets for ensuring the implementation of reforms, but several districts have made significant progress in the two-year period
UR  - https://libproxy.firstcity.edu.my:8443/login?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=48014
ER  -