Zagranski, Richard. <br/><br/>
Understanding standards-based education :  a practical guide for teachers and administrators /  
Richard Zagranski, William T. Whigham, Patrice L. Dardenne. 
 - Thousand Oaks, CA :  Corwin Press,  c2008. 
 - xiii, 161 p.  ill. ;  28 cm. 
<br/><br/> Includes bibliographical references (p. 156) and index. 
<br/><br/>1.	Contents<br/>2.	List of figures and tables<br/>3.	Preface<br/>4.	Acknowledgments<br/>5.	About the authors<br/>6.	1 introduction<br/>7.	Relevant vs. Relative<br/>8.	The problems<br/>9.	The solution<br/>10.	Content and intent<br/>11.	2. Traditional vs. Standards based education<br/>12.	What everyone needs to know<br/>13.	What most people need to know<br/>14.	What some people need to know<br/>15.	The role of the administrator<br/>16.	How do we get there from here<br/>17.	Questions for reflection<br/>18.	Summary<br/>19.	3. Accountability<br/>20.	Raise the drawbridge, flood the moat<br/>21.	Surprise, surprise, surprise!<br/>22.	Accountability 101<br/>23.	What everyone need to know<br/>24.	What most people need to know<br/>25.	What some people need to know<br/>26.	Summary<br/>27.	4. Performance objective<br/>28.	Touching all the bases but getting thrown out at home<br/>29.	What everyone needs to know<br/>30.	Defining performance objectives<br/>31.	Performance objective tips<br/>32.	What most people need to know<br/>33.	What some people need to know<br/>34.	Summary<br/>35.	5. Performance assessment<br/>36.	What? Where? Why? How?<br/>37.	Summative and formative<br/>38.	Eliminate a and d; guess b or c<br/>39.	What everyone needs to know<br/>40.	Assessment strategies<br/>41.	Sample performance objective<br/>42.	From standard to assessment<br/>43.	What most people need to know<br/>44.	What some people need to know<br/>45.	Summary<br/>46.	6. Data<br/>47.	What is data and where does it come from?<br/>48.	The standards-based model and data<br/>49.	What everyone needs to know<br/>50.	Form vs. Function<br/>51.	Simplicity is the key<br/>52.	Student portfolios<br/>53.	What most people need to know<br/>54.	What some people need to know<br/>55.	Summary<br/>56.	7. Unit design<br/>57.	Units create focus<br/>58.	What everyone needs to know<br/>59.	Aids for the educator<br/>60.	Measuring success<br/>61.	What did you do in school today?<br/>62.	Parent checklist<br/>63.	What most people need to know<br/>64.	What some people need to know<br/>65.	Summary<br/>66.	8. Lesson design<br/>67.	Hey, i just follow the curriculum<br/>68.	Questions to ask<br/>69.	Where there?s a need, there?s a way<br/>70.	What everyone needs to know<br/>71.	Lesson design steps<br/>72.	The transfer and retention of learning<br/>73.	What most people need to know<br/>74.	What some people need to know<br/>75.	Summary<br/>76.	9. Differentiation<br/>77.	Teaching vs. Learning<br/>78.	Differentiation defined<br/>79.	Learning styles vs. Teaching styles<br/>80.	What everyone needs to know<br/>81.	Differentiated step lessons: method 1<br/>82.	Sample step lessons using method 1<br/>83.	Differentiated step lessons: method 2<br/>84.	Sample step lessons using method 2<br/>85.	Differentiated classroom 101<br/>86.	What most people need to know<br/>87.	What some people need to know<br/>88.	Summary<br/>89.	10. Scaffolding<br/>90.	Now you see it . . . Now you don?t<br/>91.	Defining scaffolding<br/>92.	What everyone needs to know<br/>93.	Tools to develop understanding<br/>94.	The three p?s of scaffolding pieces: problems , projects, and presentations<br/>95.	Model behavior<br/>96.	Scaffolding rubric for the teacher<br/>97.	Sample lesson with scaffolding<br/>98.	What most people need to know<br/>99.	What some people need to know<br/>100.	Summary<br/>101.	11. Grouping<br/>102.	Grouping defined<br/>103.	What everyone needs to know<br/>104.	Grouping size<br/>105.	So, what if grouping strategies are not working? Jump ship or row to shore?<br/>106.	What most people need to know<br/>107.	What some people need to know<br/>108.	Summary<br/>109.	12. Brain-based learning<br/>110.	What everyone needs to know<br/>111.	The male and female brain<br/>112.	Engage the brain<br/>113.	Strategies for meaningful learning<br/>114.	Sample lesson<br/>115.	Am i doing it right?<br/>116.	Teacher checklist for a brain-based classroom<br/>117.	Parent checklist<br/>118.	What most people need to know<br/>119.	What some people need to know<br/>120.	Summary<br/>121.	13. Reporting progress<br/>122.	What everyone needs to know<br/>123.	What most people need to know<br/>124.	What some people need to know<br/>125.	Easy . . . Easier . . . Easiest in grading systems<br/>126.	Summary<br/>127.	Glossary<br/>128.	References<br/> 
<br/><br/><label>ISBN: </label>9781412955713 (cloth) 9781412955720 (pbk.) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Education--Standards--United States<br/>Educational accountability--United States<br/>Educational evaluation--United States
<br/><br/><label>Dewey Class. No.: </label>379.1/58  / Z18