WorldCat Identities

American Federation of Teachers, Washington, Dc

Works: 213 works in 264 publications in 1 language and 385 library holdings
Classifications: LB3060.83,
Publication Timeline
Most widely held works by Washington, Dc American Federation of Teachers
Early Childhod Education Building A Strong Foundation for the Future. Educational Issues Policy Brief by Washington, DC American Federation of Teachers( Book )

3 editions published in 2002 in English and held by 4 WorldCat member libraries worldwide

Arguing that limited access to high-quality preschools is a major problem affecting nearly every working family, and as the numbers of working parents increase, is likely to become more acute, this policy brief offers the context and research supporting the American Federation of Teachers' recent call for universal early childhood education (ece). The brief focuses on challenges in achieving this program, includes signs of progress, describes features of high-quality programs, and offers recommendations. The brief cites research demonstrating that high-quality ece helps bridge the achievement gap, reduces dropout rates and delinquency, and increases economic productivity and social stability. Challenges in achieving universal preschool are the lack of school readiness, lack of access and quality, and lack of qualified and well-compensated staff. Signs of progress toward the goal of universal preschool include increasing numbers of state preschool programs and the development of the Department of Defense model preschool program. The brief notes that high-quality universal preschool is more widely available in other industrialized countries than in the United States. Best practices are described relating to staff qualifications and remuneration, teacher-child ratio and class size, curriculum, and comprehensive services. The brief concludes with eight recommendations for achieving high quality universal preschool: (1) coordinate federal, state, and local funds, resources, and programs; (2) guarantee free public preschool for all poor and at-risk children; (3) make public preschool more affordable; (4) guarantee universal full-day kindergarten; (5) implement a rigorous licensing and accreditation system; (6) develop and promote high standards for training, formal education, professional development, and compensation; (7) incorporate school readiness into ece standards and establish linkages to the k-12 system; and (8) provide children with comprehensive services. (Contains 31 references.) (Kb)
Professional practice schools : building a model by Marsha Levine( Book )

3 editions published between 1988 and 1990 in English and held by 4 WorldCat member libraries worldwide

This collection of papers addresses three important aspects of professional practice schools: student learning, teacher development, and implementation issues related to collaboration among institutions and state policy environment. The first paper, "The Child as Meaning Maker: The Organizing Theme of Professional Practice Schools" (Ellen M. Pechman), focuses on the implications for classrooms and schools in what is known about how children learn and develop socially and emotionally. The new roles teachers play as mediators of student learning are discussed. The second paper, "Teacher Development in Professional Practice Schools" (Ann Lieberman and Lynne Miller), builds on a concept of professional practice, maintaining that teachers themselves are an important source of knowledge about teaching and equating the renewal of teaching with the renewal of schools. A framework is offered for developing a school culture that supports continuous inquiry and the improvement of teaching. The third paper, "Professional Practice Schools in Context: New Mixtures of Institutional Authority" (Barbara Neufeld), lays out a number of areas of critical importance in implementing professional practice schools, such as issues surrounding collaboration among institutions, definitions of teaching and learning, and the policy context in which design and implementation will take place. The final paper, "Afterword: A Look at Professional Practice Schools with an Eye toward School Reform" (Marsha Levine), discusses the relationship of these schools to the broader school restructuring agenda. (JD)
Agreement Between Vermont State Colleges and Vermont State Colleges Faculty Federation, Aft, Vft, Local 3180, Afl-Cio by Vermont State Commission on Higher Education( Book )

2 editions published between 1987 and 1988 in English and held by 4 WorldCat member libraries worldwide

The collective bargaining agreement between Vermont State Colleges (vsc) and Vermont State Colleges Faculty Federation, an affiliate of the American Federation of Teachers (aft), is presented that covers the period from September 1, 1986 through August 31, 1988. The following 48 articles are included: definitions, recognition, management rights, federation rights, federation officer rights, dues check off, academic freedom, anti-discrimination, no strike or lock out, outside employment, health and safety, notice of vacancy, transfer and classification, grievance procedure, arbitration, layoff, advising and registration procedure, faculty governance, faculty evaluation, appointment and reappointment, promotion, tenure, workload, personnel files, residual rights, salaries, salary schedule criteria, faculty development fund, professional travel funds, mileage reimbursement, insurance, continuation of fringe benefits, retirement, tuition benefits, jury duty, sick leave, bereavement and professional leave, unpaid leaves of absence, vsc Faculty Fellows, education aids, faculty facilities, academic regalia, agricultural products, academic calendar, printing and distribution of this agreement, separability, effect of agreement, and duration and renewal. Seven appendices cover vsc required minimum degrees, dues check off authorization, tuition remission agreement, absence report, promotion of tenured faculty, and computer programs for faculty staffing. (Lb)
Principles for Professional Development: Aft's Guidelines for Creating Professional Development Programs that Make a Difference by Washington, DC American Federation of Teachers( Book )

3 editions published between 1995 and 2002 in English and held by 3 WorldCat member libraries worldwide

Professional development for teachers is a continuous process of individual and collective examination of practice. This publication first identifies reasons why traditional staff development often fails and several prerequisites for effective professional development. These include establishing real stakes for students; providing incentives for teachers to take the risks inherent in changing practices; convincing educators that proposed changes are substantial and not merely fads; and implementing policies that create a foundation for a safe and orderly learning environment. Nine principles of effective professional development are then presented: (1) professional development should ensure depth of content knowledge; (2) it should provide a strong foundation in the pedagogy of particular disciplines; (3) it should provide more general knowledge about teaching and learning processes and about schools as institutions; (4) it should be rooted in and reflect the best available research; (5) it should contribute to measurable improvement in student achievement; (6) it expects teachers to be intellectually engaged with ideas and resources; (7) it provides sufficient time, support, and resources to enable teachers to master new content and pedagogy and to integrate these into their practice; (8) it should be designed by representatives of those who participate in it, in cooperation with experts in the field; and (9) it should take a variety of forms, including some not typically considered. (Nd)
Student Achievement in Edison Schools Mixed Results in an Ongoing Enterprise. Research Report by Washington, DC American Federation of Teachers( Book )

1 edition published in 1998 in English and held by 3 WorldCat member libraries worldwide

A study examined student achievement in selected Edison schools through an analysis of test-score data. To qualify for the study, each school had to be in operation for more than 1 year and had to have solid student testing data from a solid evaluation design. Eight schools were selected, and their reading data were compared with those of comparable public schools. Overall the Edison results were mediocre, small to moderate, or not statistically significant. Generally, the results are not as good as the results for an average fully implemented Success for All program. Edison schools do use the Success for All reading program, operate with a longer school day and year, and offer a full-time kindergarten with an academic program. However, the Success For All program is only partially implemented, half the teachers have less than 5 years of experience, teacher turnover is 25 to 40 percent, and the class size averages 28 students. The number of free-lunch students is declining. By limiting enrollment and having waiting lists, the schools' management keeps costs down. In addition to local and state funding, investors fund technology, consultants, and staff development. Edison has a national reputation and excellent funding, but it may not be living up to its claims. (Contains 21 references.) (RKJ)
Building a Profession Strengthening Teacher Preparation and Induction. Report of the K-16 Teacher Education Task Force by Washington, DC American Federation of Teachers( Book )

2 editions published in 2000 in English and held by 3 WorldCat member libraries worldwide

The American Federation of Teachers believes that the best way to bring an adequate supply of well-trained teachers into the classroom is not by avoiding collegiate teacher education but rather by strengthening it (by bringing higher quality, greater resources, and more coherence to how teacher education screens and prepares teacher candidates). In 1998, the aft created a task force of k-12 and higher education leaders to examine issues related to improving teacher education. It found that while some teacher education programs had taken significant steps to reshape curricula and raise standards, many were still beset by serious problems (E.G., difficulty recruiting the most able students and underinvestment by the university in teacher education). Recommendations include: require core liberal arts courses, institute higher entry criteria, institute a national entry test, require an academic major, develop core curricula in pedagogy, strengthen the clinical experience, institute a rigorous exit/licensure test, take a 5-year view, strengthen induction, and require high standards for alternative programs. (Contains 26 bibliographic references.) (Sm)
Results with Reading Mastery by McGraw Hill( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

Everyone who graduates from high school truly literate starts to develop that literacy in the earliest grades. Educators must look to schools where students are achieving the highest literacy standards and identify the practices that enable them to achieve those goals. This report tells the stories of eight such schools--Portland Elementary School (Portland, Arkansas), Fort Worth Independent School District (Fort Worth, Texas), Wilson Primary School (Phoenix, Arizona), Lebanon School District (Lebanon, Pennsylvania), Park Forest-Chicago Heights School District 163 (Chicago, Illinois), Roland Park Elementary/Middle School (Baltimore, Maryland), City Springs Elementary School (Baltimore, Maryland), and Eshelman Avenue Elementary (Lomita, California). The stories in the report describe the history of each school, the challenges each faced, and some attempts to meet those challenges. Following the report's case studies, an appendix of research regarding using the "Reading Mastery" program has been included--the program has been used by the eight schools to bring about demonstrable positive effects on reading achievement. The school stories in the report include a focus on these results. According to the report, the schools serve children with a range of socioeconomic, ethnic, and geographic characteristics, and, as a group, they show an impressive reversal of the trends of failure, documenting improvements in performance and levels of achievement that often dramatically exceed those of their peers in similar schools. The schools and the reading program that are described in the report also share several other critically important common characteristics--they all have: implemented ongoing programs of professional development for their teachers; used assessments of student progress during the school year to ensure effective instruction; demonstrated the importance of the principal as the instructional leader; and created climates within their schools to encourage learning. (Nka)
Where We Stand Early Childhood Education by Washington, DC American Federation of Teachers( Book )

2 editions published in 2003 in English and held by 3 WorldCat member libraries worldwide

This document details the position of the American Federation of Teachers (AFT) regarding universal access to early childhood education as represented in a resolution of the AFT convention in 2003. The document points out that the lack of access to high-quality preschool programs is a major problem affecting nearly every working family, and as the numbers of working parents increase, is likely to become more acute. Highlighted from the 19-part resolution are the assertions that the AFT and its affiliates should: (1) call on the nation to make a commitment to high-quality early childhood education (ECE) programs; (2) urge that high-quality ECE programs be accessible on an equitable basis, focus on school readiness, provide comprehensive support services, include resources and support for high levels of training, certification, professional development, and compensation, be linked to the K-12 system, and be coordinated at the federal, state, and local levels; (3) call on Congress and the president to fully fund Head Start; (4) urge policymakers to use school- and community-based programs to create a universal system of high-quality early childhood learning and care; (5) urge legislators to fund a voluntary, universal ECE program through cost sharing; (6) call on states to develop a sliding-scale fee system for ECE programs; (7) lobby state legislatures to increase their financial commitment to high-quality universal ECE; (8) call on states to provide full-time, full-day kindergarten; and (9) encourage states to develop and implement ECE standards and curricula in collaboration with recognized best practices for children under age five and in articulation with K-12 standards. Also presented in the document, in question-answer format, are the rationale for the AFT's support for universal access to ECE and for Head Start, and the features of high-quality ECE programs. Concerns about school readiness, program access, and program quality are discussed. The document concludes with a bibliography of 11 references and a list of organizations providing advocacy or research resources. (KB)
Update on Student Achievement for Edison Schools Inc by F. Howard Nelson( Book )

1 edition published in 2003 in English and held by 3 WorldCat member libraries worldwide

In this report on student achievement in Edison Schools, the American Federation of Teachers compares student performance on state assessments in 2000-01 in each Edison-run school with other comparable schools in the state, generally those schools with the same grade level and similar populations of low-income students. These comparisons include 80 Edison-run schools and approximately 3,500 comparison schools. The methods used to assess student achievement in Edison-run schools are the same methods used to evaluate achievement in other public schools. Following are some of the AFT's findings: Averaged across all states, the typical Edison school performed below average. The typical Edison school improved modestly after poor first-year student achievement but not enough to reach average in its comparison group. Predominantly African-American schools managed by Edison ranked well below average compared with other public schools in their comparison groups. The report states that the outlook for Edison's prospects appears mixed. The findings are presented in text and supplemented by 25 tables and 4 figures. Additional information, including academic performance in Edison schools in 1999-2000, is included in four appendices. (Contains 20 footnotes and 10 references.) (Wfa)
Closing the Circle Making Higher Education a Full Partner in Systemic Reform by Washington, DC American Federation of Teachers( Book )

1 edition published in 1995 in English and held by 3 WorldCat member libraries worldwide

The American Federation of Teachers (AFT) believes that colleges and universities should play a central role in bringing the march to education reform to a successful conclusion. In this position paper, the Federation outlines a program to tackle the issues of standards, teaching, and accountability in education. For school reform to work, higher education must be a full partner. It is essential to develop policies under which colleges and universities make clear what entering students must know and be able to do and work with schools to ensure that the high school course of study and standards of achievement reinforce those needs. The first point is the formation of a partnership for higher standards and student achievement. This partnership will involve four steps related to K-12 partnerships, incorporation of higher education into the Goals 2000 process, curriculum collaboration, and raising the expectations of entering students at the college level. A second necessity is strengthening teacher education, and four steps are outlined to bring this about. Communication is the key to these efforts. A third requirement is enhancing college-level teaching and accountability through attention to counseling, college-level teaching, and goal-setting and accountability. The paper calls for new leadership roles for AFT affiliates in K-12 and higher education and increased technical assistance on the part of the national AFT Office for each of these three areas. Some specific details are given for each area. (SLD)
A Guide to the Family & Medical Leave Act by John D Abraham( Book )

1 edition published in 1998 in English and held by 3 WorldCat member libraries worldwide

This document provides a summary description of the most important provisions of the Family and Medical Leave Act that affect members of the American Federation of Teachers. Twenty-eight chapters examine the details of employer and employee obligations: (1) "General Overview"; (2) "fmla Checklist"; (3) "Key Definitions"; (4) "How To Apply for fmla Leave"; (5) Intermittent Leave"; (6) "Medical Certification"; (7) "Recertification"; (8) "Special Leave Rules for Spouses Employed by the Same Employer"; (9) "Benefit Entitlements While on fmla Leave"; (10) "Paid and Unpaid Leave"; (11) "Overlap between ada and fmla"; (12) "Interaction between fmla Leave and Worker's Compensation"; (13) "Health Care Coverage"; (14) "Employer's Obligation To Maintain Health Benefits During Leave"; (15)"Employee Recovery of Premium If Employee Quits"; (16) "Effect of the Family and Medical Leave Act on cobra Coverage"; (17) "Other Benefits While on Leave"; (18) "Return-to-Work Rights"; (19) "Specific Leave Rules for Certain Educational Employees"; (20) "Return-to-Work Rules for Instructional Employees on fmla Leave at the End of an Academic Term"; (21) "Application of Return-to-Work Rules for College and University Faculty"; (22) "Special Intermittent Leave Rules for Instructional Employees"; (23) Key Provisions for Educational Employees"; (24) "Coordination of fmla and State Law"; (25) "Enforcement of the fmla"; (26) "Thoughts for Collective Bargaining"; (27) "Key Terms and Definitions"; and (28) "Questions and Answers on the fmla." Six attachments are also provided: (1) "Application for Family or Medical Leave"; (2)"Employer Response to fmla Request"; (3) "Medical Certification Statement"; (4) "Notice of Intention to Return From Leave"; (5) "State Laws for Private Employers"; and (6) "State Laws for Public Employers." (Rkj)
A Report of the Aft Task Force on Union-Sponsored Professional Development by Washington, Dc American Federation of Teachers( Book )

1 edition published in 2001 in English and held by 3 WorldCat member libraries worldwide

This report presents an expanded vision for the American Federation of Teachers (aft) as a professional union that advocates for its members and that, through collaborative labor management relations, assumes joint custody for ensuring the quality of institutions in which members work and services they provide. The report calls on the aft to elevate professional issues, particularly professional development, to a more prominent role in the organization and to ensure that helping members improve their professional practice is integrated into the union's core mission. Aft Task Force recommendations emphasize building the capacity of union leaders and staff to carry out this work, focusing on professional development issues that run across various levels of the union and those that are specific to a particular level of union. Recommendations address both process and content. Each recommendation includes actions for the national aft and corollary actions for state and local affiliates. Recommendations include that the aft better align internal organizational structures and practices with an enhanced commitment to professional issues and professional development for leaders and members; review aft professional development efforts; and provide ongoing information about, and support for, professional issues and development. Two appendixes include attributes of a true profession and research-based characteristics of effective professional development. (Contains 10 references.) (Sm)
Teacher Salaries, Expenditures and Federal Revenue in School Districts Serving the Nation's Largest Cities, 1990-91 to 2000-01. Research Report by F. Howard Nelson( Book )

1 edition published in 2001 in English and held by 3 WorldCat member libraries worldwide

This report provides data on school districts in the nation's largest cities regarding decade-long national trends in teacher salaries, expenditures, and federal revenue, particularly compensatory education funding. These districts, which are working to close achievement gaps, enroll disproportionate and increasingly larger shares of low-income and minority students. The report provides similar data for the 100 largest individual cities. All but two cities showed increases in the percentage of students receiving special education services, and all but one showed increases in the percentage of students eligible to receive free or reduced-price lunch. All of these 100 cities showed increases in minority student enrollments. Three out of four cities coped with enrollment growth. The economy grew at a much faster rate than teacher salaries, which did not increase as much as salaries for all workers. Total spending for public k-12 education grew from $206 to $353 billion in the 1990s. Gaps between expenditure growth and teacher salary growth were largest at the end of the decade, a period of teacher shortages. Federal revenue increased faster than total education spending. The leveling off of federal support for disadvantaged students occurred at the same time as big cities came under increasing pressure to close minority-majority student achievement gaps. (Sm)
Nations United The United Nations, the United States, and the Global Campaign Against Terrorism. A Curriculum Unit & Video for Secondary Schools by Christina Houlihan( Book )

2 editions published in 2002 in English and held by 3 WorldCat member libraries worldwide

This curriculum unit and 1-hour videotape are designed to help students understand the purpose and functions of the United Nations (un) and explore the relationship between the United Nations and the United States. The UN's role in the global counterterrorism campaign serves as a case study for the unit. The students are asked to develop a basic understanding of the United Nations and its role in the counterterrorism campaign; explore the benefits and drawbacks of U.S. commitment to a strong international legal system; examine how un peacekeeping forces operate and how their work relates to that of U.S. military forces; assess the UN's role in addressing humanitarian issues around the world; and finally, consider how much the United States should empower the United Nations to do. The unit is divided into seven sections: (1) "Introduction and Standards Guideline"; (2) "Goals and Objectives"; (3) Lesson 1: "Introduction to the United Nations" (Handouts 1a-1c); (4) Lesson 2: "International Law" (Handouts 2a-2f); (5) Lesson 3: "Peace and Security" (Materials for Learning Stations 1-5); (6) Lesson 4: "Humanitarian Affairs" (Handouts 4a-4f); and (7) Lesson 5: "U.S.-un Relations" (Handout 5a). Contains a relevant glossary, Internet resources, and an answer guide. The videotape is divided into five sections, one to correspond with each lesson. The video clips in this unit are based on footage and material from "Nations United: United Nations," a national town hall meeting featuring United Nations Secretary-General Kofi Annan that took place on October 11, 2001. This event, which was simulcast live in ten cities across the U.S. where audiences could hear from and ask questions of the secretary-general, was moderated by Walter Cronkite and featured a taped address by Secretary of State, Colin Powell. The town hall meeting was sponsored nationally by the Better World Campaign (a project of the Better World Fund); League of Women Voters in the U.S.; United Nations Association of the U.S.A.; and the United Nations Foundation among others. (Bt)
The Task before Us : a QuEST Reader by Washington, Dc American Federation of Teachers( Book )

2 editions published in 1993 in English and held by 3 WorldCat member libraries worldwide

This publication presents a collection of articles about education drawn from magazines, journals, books, and reports. The collection includes 13 selections touching on key educational issues, challenging ideas, and proposals for change: (1) "First Born, Fast Grown: The Manful Life of Nicholas" (Isabel Wilkerson); (2) "Putting Children First" (William A. Galston); (3) "The Other Crisis in American Education" (Daniel J. Singal) about complacently maintaining that the top students are doing just fine; (4) "Do Private Schools Outperform Public Schools?" (Albert Shanker and Bella Rosenberg); (5) "Raising Standards for American Education" (National Council on Education Standards and Testing); (6) "Reach High" (John E. Jacob) about substantive goals for every African-American youth; (7) "Reading: Seeing the Big Picture" (John T. Bruer); (8) "Higher-Order Thinking Skills for Disadvantaged Students" (U.S. Department of Education's National Assessment of the Chapter 1 Program); (9) "America's Children and Their Elementary Schools" (David K. Cohen and S.G. Grant); (10) "Restructuring Teacher Compensation Systems" (Allan R. Odden and Sharon Conley); (11) "It Takes Two To Tango" (Patrick Welsh) about the fact that policy reforms will make no difference unless students are willing and motivated to work hard; (12) "a Prescription for World-Class Schools" (John A. Murphy); and (13) "What Should Unions Do?" (John Hoerr). (Ll)
At the starting line : early childhood education programs in the 50 states by Darion Griffin( Book )

2 editions published in 2002 in English and held by 3 WorldCat member libraries worldwide

Advocating an early childhood education structure that is state-supported, accountable for high standards, sufficiently funded to include all children who need it and whose parents want it, and comparable to the systems of other high-achieving industrialized nations, this report provides baseline information about U.S. states' provision of early childhood education, including policies of preschool programs for 3- and 4-year-olds and kindergarten for 5-year-olds. Findings include the following: (1) 28 states provide preschool programs to 3- and 4-year-olds, without restricted access for 3-year-olds; (2) 21 states give enrollment priority to low-income children and children with other risk factors; (3) 8 states and the District of Columbia require all early childhood teachers to have a bachelor's degree and all early childhood workers to have at least a child development association (cda) credential; (5) 8 states pay lead early childhood teachers a salary comparable to the state's k-12 teachers; (6) 14 states have school readiness standards and require programs to use them; and (7) 7 states fund full- and half-day kindergarten and require kindergarten enrollment. In light of these findings, the report includes a set of recommendations to states for taking next steps to promote highquality, universal early childhood education, including: (1) making preschool available to all 3- and 4-year-olds, beginning with disadvantaged children; (2) guarantee full-day kindergarten for all children whose families want them to participate; (3) require higher levels of formal education and training, and develop sources to increase compensation of all teachers and staff; and (4) require and enforce standards for all programs. (Contains 54 references.) (Hth)
Beginning Teacher Induction The Essential Bridge. Educational Issues Policy Brief by Washington, DC American Federation of Teachers( Book )

1 edition published in 2001 in English and held by 3 WorldCat member libraries worldwide

This brief examines the underlying research-based rationale for the American Federation of Teachers' (AFT) policy on beginning teacher induction, noting that among the most often-cited reasons young teachers give for leaving teaching is lack of support, and considerable evidence shows that induction is an effective means of retaining them. Five characteristics of effective induction programs include: all beginning teachers participate, the program lasts at least one year, all beginning teachers are assigned qualified mentors, beginning teachers have reduced teaching loads, and a summative review completes the program. Results of a 50-state analysis on induction policies show that in recent years, induction has become quite popular with state policymakers, though of 33 states with induction policies, only 22 mandate and fund them. State policies vary widely as to who participates in induction programs. Only New York has policy language on reduced teaching loads for new teachers. Most states with induction policies require that mentors be part of the effort. Only 5 of the 33 states require that teachers receive some sort of summative review as a condition of program completion. Five recommendations include states should strive for comprehensive induction policies and should at least partially fund induction programs. (SM)
Lessons from the World What TIMSS Tells Us about Mathematics Achievement, Curriculum, and Instruction. Educational Issues Policy Brief by Washington, Dc American Federation of Teachers( Book )

2 editions published in 1999 in English and held by 3 WorldCat member libraries worldwide

This document presents information on the Third International Mathematics and Science Study (timss), briefly reviews how the study was conducted, and summarizes the findings concerning student achievement. The policies and practices that appear to enable high achievement in math and science and that suggest important policy direction for the U.S. are discussed. (Khr)
Romania : a Selection of Teaching Materials. Education for Democracy Project by Washington, DC American Federation of Teachers( Book )

1 edition published in 1992 in English and held by 3 WorldCat member libraries worldwide

These classroom materials on Romania are intended to be used in U.S. history, European history, world history, area studies, or current affairs courses. The materials are designed to offer an historical framework for considering current events, as well as some insight into the events, ideas, issues, and personalities involved in Romania's struggle for democracy. The materials include maps, a timeline, geographic information, and a series of articles from newspapers and magazines. (DB)
Setting strong standards : AFT's criteria for judging the quality and usefulness of student achievement standards by Washington, Dc American Federation of Teachers( Book )

3 editions published between 1995 and 2003 in English and held by 3 WorldCat member libraries worldwide

This publication presents the American Federation of Teachers' 10 criteria for high-quality public school academic standards and seeks to contribute to the national debate about school reform, academic achievement, and world-class educational standards. The criteria are: (1) standards must focus on academics because the purpose of setting standards is to improve students' academic performances, which should be the central mission of all educational arrangements; (2) standards must be grounded in the core disciplines to ensure that interdisciplinary approaches reflect the depth and integrity of the disciplines involved and that standards can be clearly designed and communicated; (3) standards must be specific enough to assure the development of a common core curriculum guaranteeing that all students are exposed to a common core of learning; (4) standards most be manageable given the constraints of time; (5) standards must be rigorous and world class; (6) standards must include "performance standards" that indicate how competent a student demonstration must be to indicate attainment of the content standard; (7) standards must include multiple performance levels allowing multiple standards that set expectations to match different aspirations and achievements; (8) standards must combine knowledge and skills, not pursue one at the expense of the other; (9) standards must not dictate how the material should be taught; and (10) standards must be written clearly enough for all stakeholders to understand. (JB)
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