Table of Contents
Preface to the Third EditionWho Should Read This BookWhat This Book Is AboutAcknowledgmentsAbout the Author1. Why Standards and Tests Are on the Front PageAbout This ChapterAt the Top of the Political Agenda: EducationWhy the Focus on Standards and Tests?The No Child Left Behind LegislationEconomic Influences and Some Words of CautionThe Media Influence Opinions on StandardsThe Origins of the Current Wave of Public ConcernInitial Responses of the Educational CommunityGovernment Calls for ReformInitial Responses to the Calls for ReformStandards in Other CountriesA Summary: Systemic Change, Restructuring, and ReformNotes2. Who Chooses the Curriculum? Are Standards and Tests Necessary?About This ChapterSome Charismatic Differences of OpinionThe Public Concerns, Opinions, and InfluencesTeachers and Teacher Organizations RespondUniversity Professors and Researchers RespondForms of Curriculum ControlNongovernment Influences on CurriculumGetting Ready to Design CurriculumNotes3. About How Learning HappensAbout This ChapterEducational Philosophy: Piaget and ConstructivismCompromiseThe Changing Nature of the Concept of IntelligenceCognition, Metacognition, and Goals: Connections to PracticeInterestReal Experiences and Technology in the Instructional ProcessConnecting Research to Practice: Summary HypothesesNotes4. Choosing Standards and 'Designing Them Down'About This ChapterThe Curriculum Committee MeetsA Bit of HistoryDefining Standards in New TermsCurriculum Enactment5. Constructing Creative ClassroomsAbout This Chapter? Dealing With the DifferencesOrganizing the EnvironmentThe Actors: The Performers and Their DirectorThe Script: The Overall PlotNotes6. How Are We Doing? Measuring SuccessAbout This ChapterStandards and Their MeasuresThe Purposes of Measures or AssessmentsA History of Assessment FormsThe Quality and Consequences of High-Stakes AssessmentsImproving HSSB TestsWhere Should Meg, April, and Brad Begin?Challenge 1: Establishing Validity and Testing ReliabilityChallenge 2: Tasks or Performances Versus ConceptsChallenge 3: Writing RubricsChallenge 4: Disaggregating the Assessment ResultsChallenge 5: Levels of Performance, GradingChallenge 6: Sharing Results With Students, Parents, and the CommunityNotes7. Where Do We Go From Here?About This ChapterWhere Will the Leadership for Needed Change Come From?Professional Development for TeachersUsing Technology and Its Networks for Sharing Curriculum and ResearchTechnology for Communicating With Our PublicNotesReferencesIndex
