WorldCat Identities

Research for Better Schools, inc

Overview
Works: 793 works in 1,037 publications in 1 language and 8,447 library holdings
Genres: Case studies  Conference papers and proceedings  Handbooks and manuals  Periodicals  Abstracts 
Classifications: LC4091, 371.9670973
Publication Timeline
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Most widely held works about Research for Better Schools, inc
 
Most widely held works by Research for Better Schools, inc
At-risk students and thinking : perspectives from research( Book )

5 editions published between 1988 and 1991 in English and held by 642 WorldCat member libraries worldwide

This collection of research reports explores teaching cognitive skills to at-risk students. Focus includes the following: (1) broad issues guiding the research; (2) historical perspective; (3) student characteristics; (4) student needs; (5) research on teaching thinking and problem solving; (6) teacher training; and (7) instructional and curricular policy and practice. Chapters are the following: (1) "Focus on the At-Risk Learner: An Introduction" (B. Z. Presseisen); (2) "Teaching Thinking and At-Risk Students: Defining a Population" (B. Z. Presseisen); (3) "Thinking Success for All Students: Understanding the Issues" (B. Z. Presseisen); (4) "Learning and Assisted Performance" (R. P. Duran); (5) "Toward Redefining Models of Curriculum and Instruction for Students At Risk" (B. F. Jones); (6) "Intellectual Assessment of At-Risk Students: Classification vs. Instructional Goals" (T. E. Sewell); (7) "Teaching Thinking to At-Risk Students: Generalizations and Speculation" (D. U. Levine); and (8) "Strategies To Help Teachers Empower At-Risk Students" (J.A. Mirman, R.J. Swartz, and J. Barell). Each chapter includes a brief abstract, a short list of discussion questions, and a list of references. (Fmw)
The Future of education : perspectives on tomorrow's schooling by Louis J Rubin( Book )

7 editions published between 1975 and 1976 in English and held by 547 WorldCat member libraries worldwide

In this book, three noted social scientists and six educators realistically assess the implications of today's political, educational, and social trends on future public education. Each of the nine original essays is followed by an editorial commentary, highlighting the inherent implications for schools, and by an addendum wherein issues pertaining to research and development are extracted from each chapter. Chapter titles include: (1) The Future of Government and Politics in the United States, (2) Schools in a Communal Society, (3) Predictive Reliability and the Future: The Need for Uncertainty, (4) Policy and Planning for the Future, (5) Social Decisions and Educational Policy, (6) The School of the Future: Adaptive Environments for Learning, (7) The School of the Future: Technological Possibilities, (8) The School of the Future: Needed Research and Development, and (9) Observations on Future Schooling. (Author/DE)
Educational reform for a changing society : anticipating tomorrow's schools by inc Research for Better Schools( Book )

7 editions published in 1978 in English and held by 399 WorldCat member libraries worldwide

The essays in this book emphasize trends now shaping society that the authors believe will have a profound effect on schools in the decades to come. Topics covered include declining enrollments and increasing educational costs, the changing role of vocational education, government financing for educational quality, the role of busing, politicking skills for school administrators, and the growing importance of the community-based school. Shirley Chisholm and Richard S. Schweiker deal with developing political trends concerning education from their point of view as members of key education committees in the United States Congress. Topics that will affect future schools and educators are discussed by social and educational leaders Robert G. Scanlon, Ralph W. Tyler, Urie Bronfenbrenner, Elise Boulding, and Louis Rubin. R. Buckminster Fuller and Jonas Salk look at education in the congested world of the future from the point of view of the scientific community. Following each essay, Louis Rubin highlights its inherent implications for education and extracts significant research and development issues. (Author/JM)
School context and school change : implications for effective planning by H. Dickson Corbett( Book )

4 editions published in 1984 in English and held by 381 WorldCat member libraries worldwide

Places where children succeed : a profile of outstanding elementary schools by Bruce L Wilson( Book )

6 editions published in 1987 in English and held by 324 WorldCat member libraries worldwide

Profiled in this report are exemplary schools selected for national recognition through the Elementary School Recognition Program. Section 1 describes the national recognition program and the criteria and processes used in selecting schools. Section 2 presents basic background information about the schools: their community settings, characteristics of their students, the schools' organizational characteristics, and school achievement indicators. Section 3 discusses seven broad themes that appear essential to school excellence: (1) teaching which develops student competence and character; (2) setting of high expectations, monitoring of standards, and rewarding of results; (3) school leadership; (4) creation of professional work environments; (5) resources that facilitate teaching and learning processes; (6) school-community relations; and (7) overcoming of obstacles. Themes are illustrated by examples of policies and practices in the schools. Section 4 summarizes major aspects of each theme, and provides advice to State and local policymakers. The report is not a recipe book for school reform, but rather aims to: (1) draw public attention to broad themes of success associated with excellence at elementary schools; (2) stimulate thinking about such excellence; and (3) entice readers to make inquiries about specific policies and practices of the 212 outstanding schools. Appendices list names and locations of schools, review panelists, and site visitors. (Rh)
Children in and out of school : ethnography and education( Book )

3 editions published in 1982 in English and held by 266 WorldCat member libraries worldwide

Teacher's practical guide for educating young children : a growing program by Sydelle H Hatoff( Book )

2 editions published in 1981 in English and held by 220 WorldCat member libraries worldwide

Intended for all those involved in planning and carrying out activities with 3- to 5-year-old children, this text provides a practical guide to creating a "Growing Program" -- a planned, flexible, evolving educational environment of things, people, and activities for preschool children. Based on continuous observation by teachers of children's needs, progress and problems, each developing Growing Program will be ultimately unique. The sections of the guide initially focus on selecting educational goals and developing and implementing a philosophy of teaching. The focus then shifts to a discussion of child development and teaching. Guides for observing and recording children's behavior and for individualizing instruction are provided. Subsequent sections of the guide focus on the following: selecting, setting up, supervising, and evaluating activity areas; choosing activities; procuring and using materials; teaching techniques; teacher awareness of and use of space and time; staff development; parent participation; and mainstreaming. The final section provides a framework for self-assessment for those who have used the guide. (Author/RH)
At-risk students and school restructuring by Keith M Kershner( Book )

2 editions published in 1991 in English and held by 147 WorldCat member libraries worldwide

This collection of 16 reports asserts that at-risk students are best served by extensive modifications of schools, or "restructuring." Successful restructuring must include a comprehensive approach to changing the educational environment and have a critical impact on students and teachers, the largest of the school constituencies. Section 1, "Definitions," includes three reports that attempt to define the characteristics of at-risk students, identify their problems, and establish criteria for school restructuring. Section 2, "At-Risk Students," includes five reports on the following topics: (1) how at-risk students learn; (2) the role of teacher expectations; (3) the need for caution in competency testing; (4) the effects of educational reform on Hispanic American students; and (5) at-risk students in nonurban schools. Section 3, "Restructuring Schools," includes six reports on the following topics: (1) the role of state government; (2) curriculum reform; (3) the principal as leader; (4) increasing parent involvement; (5) building commitment among students and teachers; and (6) a view of the school as a place to work. Section 4, "Lessons From Successful Schools," includes two reports on effective restructuring programs at the elementary and secondary levels. Three tables of statistical data and four figures are included. A 16-item bibliography is appended. (Fmw)
Planning assistance programs to reduce school violence and disruption / Michael Marvin [and others] by inc Research for Better Schools( Book )

5 editions published in 1976 in English and held by 147 WorldCat member libraries worldwide

Involvement in learning for low-achieving students by Barbara Smey-Richman( Book )

3 editions published between 1988 and 1989 in English and held by 146 WorldCat member libraries worldwide

This resource document is one of a series of nine resource documents, each of which addresses a separate factor in the "Assessment of School Needs for Low-Achieving Students" survey that can help determine a student's academic success and each of which contains information that responds to specific survey items. This document addresses the factor of student involvement; it reviews factor-related research and presents the implications for teaching practice. In additional to a preface, the document contains four chapters. The first, "Review of the Problem," includes the following sections: (1) cognitive ability; (2) task performance; (3) attribution of success or failure; and (4) cultural differences. The second chapter, "Teaching Implications," includes the following sections: (1) metacognition; (2) success, effort, and failure; (3) motivation; and (4) cooperation versus competition. The "Summary" chapter presents recommendations for teaching strategies, and the fourth and final chapter, "Sample Education Programs," presents overviews of five sample projects, each including a description, targeted audience, review of effectiveness, costs, and name and address of contact person. The following projects are included: (1) Cooperative Integrated Reading and Composition; (2) Higher Order Thinking Skills; (3) Learning to Learn; (4) Prevention of Academic Failure; and (5) Team Accelerated Instruction. An 80-item reference list is included. (Ws)
Mirrors for behavior II; an anthology of observation instruments by Anita Simon( Book )

13 editions published between 1967 and 1970 in English and Undetermined and held by 140 WorldCat member libraries worldwide

The 79 classroom observation systems covered in this 12-volume anthology (over 3300 pages) were designed to collect data about human interaction. Most of them were designed to focus on behaviors of pupils and teachers in the interaction processes of teaching-learning. Some were specifically designed to collect information in particular kinds of learning settings: mathematics, foreign language, and art classrooms; biology and physics laboratory settings; and medical school lecture halls, clinics, and wards. Others were developed to study other types of human communication: nonverbal; in small groups; interaction in industrial settings; and classroom interaction in countries other than the United States. The specific foci of the dimensions of the process of communication vary from system to system and include such things as: questioning, factors of self-directed learning, dimensions of classroom structure (who talks to whom, when and how), levels of cognition, dimensions of affective (emotional) experience, and factors of physical environment. The anthology consists of the original published and unpublished materials (over 125 documents) written by the authors of the systems. These materials give the theoretical rationales and descriptions of the instruments. When available, research study findings, user's manuals, and other supplementary materials are included. A previously announced report (ed 029 833), published in 1967 and bearing the same title as this document, consists of an overview of 26 of the observation systems. (Author/JH)
This side up : making decisions about drugs by Maureen H Cook( Book )

2 editions published in 1981 in English and held by 136 WorldCat member libraries worldwide

Mirrors for behavior : an anthology of classroom observation instruments( Book )

4 editions published in 1967 in English and held by 131 WorldCat member libraries worldwide

Catching on! : a drug information booklet by Shirley C Smith( Book )

1 edition published in 1978 in English and held by 119 WorldCat member libraries worldwide

This side up : making decisions about drugs by Maureen H Cook( Book )

5 editions published between 1977 and 1978 in English and held by 107 WorldCat member libraries worldwide

This guide was developed as a source of information for young people who are faced with making decisions about drugs. Written in a "catchy" yet informative style, the materials presented address the following areas of concern: (1) definitions and effects of various drugs, including alcohol, tobacco, and narcotics; (2) physical and psychological effects of drugs; and (3) exercises designed to facilitate self-knowledge, awareness, and attitudes toward drug use. The format of this guide is self-instructional in nature, permitting individual users to explore drug use issues at their own pace. (Author/HLM)
Mirrors for behavior III : an anthology of observation instruments by Anita Simon( Book )

4 editions published between 1967 and 1974 in English and held by 85 WorldCat member libraries worldwide

The 99 observation systems described in this anthology describe measurable categories of behavior, rather than global concepts. These systems function as a meta-language--a language for describing communication. Each represents one or more of seven major categories: affective, cognitive, nonverbal, activity, content, sociological structure, and physical environment. Most systems use specific predetermined categories such as "teacher asks question," and "pupil gives narrow answer;" a code is assigned to each category and coded sequences are summarized in a form useful for decision making, by a technology known as interaction process analysis. Instruments vary according to number and type of subjects observed, setting, category dimensions, and uses reported by author. A typical instrument is designed for group observation of teacher and pupils in classroom settings; it describes affective and cognitive categories, and has been used by researchers to describe actual teaching in existing classrooms and then to reformulate models of effective teaching. Instruments have also been used for teacher training and supervision, as substitutes for tests, as content for new curriculum, or to specify conditions of learning. Other settings include counseling situations, prisons, hospitals, and industry. (The major portion of this document--which has been removed--contains the instruments, abstracts, and a 1000-item bibliography.) (Cp)
Professional ethics : a guide for educators( Visual )

6 editions published between 1991 and 1992 in English and held by 85 WorldCat member libraries worldwide

Discusses professional ethics in the school setting
Critical thinking and thinking skills : state of the art definitions and practice in public schools by Barbara Z Presseisen( Book )

4 editions published between 1986 and 1987 in English and held by 84 WorldCat member libraries worldwide

Focusing on the revival of interest in teaching critical thinking as a major goal of schooling in American education, this paper examines why it has recurred, what is being emphasized, and, if there is significant change since the past occurrences, what has made that possible. Among the questions the paper addresses are: (1) what the renewed interest in critical thinking means to educators in elementary and secondary schools, (2) how critical thinking is being approached today compared to orientations advocated over the past 40 years, (3) how critical thinking compares to other kinds of thought processes also being emphasized in current efforts to improve school programs or to strengthen instruction of the nation's youth, and (4) what the results are--in terms of student achievement--of introducing critical thinking into the classroom. The paper concludes with an eight-page bibliography, a list of thinking skills meetings and conferences for 1984-1986, and a list of organizations in the Association for Supervision and Curriculum Development's Collaborative on Teaching Thinking. (Hod)
Facing history and ourselves : initial evaluation of an inner-city middle school implementation by Francine S Beyer( Book )

2 editions published in 1995 in English and held by 79 WorldCat member libraries worldwide

Facing History and Ourselves (fhao) is an interdisciplinary moral education program that uses the case study of the Holocaust and World War ii to develop middle and high school students' critical thinking abilities, trying to help students make connections between this history and current issues of prejudice, racism, and hatred. In the spring of the 1993-94 school year, fhao conducted a pilot study of an eighth-grade program implementation in a mid-Atlantic urban school district. The study evaluated increases in students' historical knowledge and their ability to make connections between historical events and current issues. Sixty-four students from two predominantly African American classes, one class receiving the fhao intervention and the other serving as a control group participated. The experimental group showed a significantly greater gain in historical knowledge of the period, based on responses to matching test items and short-answer questions, although the quality of answers varied greatly. Fhao students also showed a significantly greater increase in general items addressing issues such as reasoning about human relationships and the implications of one's actions, but their opinions remained tied to their personal experiences rather than their historical knowledge. Implications for program design and implementation are discussed. Two tables present survey findings. An appendix contains the pretest and posttest student surveys. (Sld)
 
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Alternative Names
R.B.S.

R.B.S. (Research for Better Schools, inc.)

RBS

RBS (Research for Better Schools, inc.)

Research for Better Schools

Research for Better Schools, inc

Languages
English (86)