NCCRESt

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• COERC 2002: Appreciating Scholarship. Proceedings of the Annual College of Education Research Conference (1st, Miami, Florida, April 27, 2002)
  This conference was designed to offer a view to novice scholars of what scholarship is and provide insights on how to share knowledge with others. T.
• COERC 2002: Appreciating Scholarship. Proceedings of the Annual College of Education Research Conference (1st, Miami, Florida, April 27, 2002)
  This conference was designed to offer a view to novice scholars of what scholarship is and provide insights on how to share knowledge with others. The keynote speech by Lisa Delpit, "The Role of Scholarship," is not included in this volume.
• From Rhetoric to Reality: Opportunity-to-Learn Standards and the Integrity of American Public School Reform
  Focusing on national policy and practice, this paper suggests key recommendations for consideration in the context of standards-based reform, including: produce teachers who are multiculturally literate; re-assess ability grouping and tracking practices; reduce K-3 class size and elementary and secondary school size; expand and improve federal compensatory education programs; and incorporate school reform into broader social reform. (SM).
• High Stakes Down Under for Indigenous Peoples: Learning from Maori Education in New Zealand; An Outsiders Perspective
  This paper examines the education of New Zealand's Maori people, noting historical achievement and enrollment gaps between Maori and non-Maori students. This gap is due to family economics, educational resources, cultural and racial barriers at school, negative school attitudes among older Maori students, and the student achievement testing system.
• Inclusion and School Reform: Transforming America’s Classrooms
  This book examines the education of students with disabilities in the United States based on three historical stages: (1) the exclusion of these students from public schooling by law or regulation; (2) the institution of formal programs for schooling based on judicial and/or legislative requirements; and (3) progress toward defining the nature of inclusive policies and practices in public education.