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    Evaluation

    October 2003
    Vol. 24, No. 4

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    The Learning Professional


    Published Date

    In This Issue


    ARTICLES


    We care, therefore they learn 

    Project about the achievement gap demonstrates that encouragement can lead to achievement.

    Expanding expectations for students through accelerated schools 

    What does accelerated learning mean?

    3 ways to fund literacy coaching 

    California state funding is specifically designated to support coaches.

    ‘Collaboration lite’ puts student achievement on a starvation diet 

    Calls for a collaborative culture come from leading educational researchers who use unusually emphatic language. 

    Connecting all the pieces 

    Mosaic approach to evaluation makes a complete picture.

    Frank discussion in focus groups can yield useful data 

    Organizations everywhere are trying focus groups.

    So much to learn, so little opportunity 

    How strange and ironic it is that teachers, who disseminate knowledge, have so little time and opportunity to acquire it.

    Scooping up meaningful evidence 

    Backward planning, combined with collecting evidence each step of the way, helps staff developers meet goals of No Child Left Behind.

    3 ways to fund literacy coaching 

    Help teachers re-evaluate how they’re teaching literacy and help them try new strategies.

    Facilitator: 10 Refreshments: 8 Evaluation: 0 

    Workshop satisfaction misses the point. Evaluation means understanding what participants learn, when and how they apply the learning, and when and how it benefits students.

    As trainings grow shorter, follow-up plays a bigger role 

    Challenges of creating effective groups.

    8 smooth steps 

    Solid footwork makes evaluation of staff development programs a song.

    My mentor, myself 

    District uses data collection and analysis to create and refine a program to help teachers and students.

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