Educationally Correct, Academically Sound: Fueling School Programs and Student Achievement

Margolis,Jason

Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
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Educationally Correct, Academically Sound: Fueling School Programs and Student Achievement

reviewed by Jason Margolis - July 19, 2013

Title: Educationally Correct, Academically Sound: Fueling School Programs and Student Achievement
Author(s): Brenda Sanders
Publisher: Rowman & Littlefield, Lanham
ISBN: 1475800002, Pages: 100, Year: 2012
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Cite This Article as: Teachers College Record, Date Published: July 19, 2013
https://www.tcrecord.org ID Number: 17183, Date Accessed: 3/4/2021 4:45:35 PM

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About the Author
Jason Margolis Duquesne University E-mail Author JASON MARGOLIS is Associate Professor of Education and Department Chair at Duquesne University. His research examines the intersection of school organization, professional development, and teacher leadership � and has recently been published in Educational Administration Quarterly (2012), Journal of School Leadership (2012), and Professional Development in Education (2012). Current projects include de-constructing the concept of �teacher resilience,� and working to build teacher leadership-professional development theory.

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