Schooling for Change: Reinventing Education for Early Adolescents

By Andy Hargreaves; Jim Ryan et al. | Go to book overview

Index

a
ability grouping 3 , 4 , 6 , 21 , 27 , 28 , 30 , 51 , 75 , 169
academic
competition 58 , 62 , 63 , 164
orientation 26-27 , 30 , 32 , 85-86 , 89
standards 16 , 49 , 83 , 85 , 90 , 98 , 101 , 106 , 111 , 116 , 124 , 130 , 164 , 174
subjects 26 , 57-58 , 85-89 , 97 , 100-101 , 109-110 , 121 , 164
support 40 , 71-72
accountability 52 , 69 , 106 , 112-113 , 115-116 , 117 , 125-126 , 133 , 138 , 168
achievement
academic 18 , 27 , 30 , 78 , 91 , 121
definition of 27
forms of 28 , 91-92 , 101 , 110 , 121 , 161 , 164
recognizing 91-92 , 95 , 101 , 135 , 149
Acker, S. 24
Adler, M. 27 , 82 , 90
administrators 3 , 4 , 15 , 20 , 34 , 42 , 49 , 50 , 61 , 68 , 73 , 96 , 103 , 106 , 109 , 156 , 157 , 168 , 172 , 174 , 177
adolescence 1-4 , 7-18 , 32 , 35 , 46 , 51 , 110 , 132 , 139 , 153
nature of 2 , 7 , 9 , 14 , 25
psycho-social crisis 10-11
adolescent
characteristics 3 , 5 , 7 , 9 , 12-14 , 17
development 1 , 2 , 5 , 6 , 9-17 , 46 , 65 , 68 , 146
identities 1 , 10-13 , 16 , 109 , 111 , 140 , 159
independence 11 , 14 , 17 , 34 , 54 , 55 , 67 , 109 , 141 , 159
isolation 11 , 32 , 139 , 141 , 146 , 172
maturation 9-10
needs 2 , 7 , 9 , 14-15 , 17 , 31 , 32 , 34 , 54-56 , 57 , 61 , 62 , 64 , 65 , 66 , 77 , 109-111 , 117 , 139 , 140-141 , 150 , 159
physical development 13
psychological adjustment 10-11
responsibility 13 , 17 , 31 , 32 , 56 , 81 , 127 , 128 , 133
sexuality 13 , 17 , 70 , 147
status 11 , 13 , 15 , 18 , 37 , 46 , 57 , 62 , 110 , 111
stereotypes 9 , 16 , 46
values 5 , 10-13 , 16 , 17 , 32 , 56 , 125 , 147
Ahola-Sidaway, J.A. 19 , 23
Ainley, J. 40 , 69
Alexander, K.A. et al28
Alexander, W. 52
alienation 11 , 27 , 49
Allen, R.R. and Kellner, R.W. 10 , 12 , 98
Anderson, J.O. 118
anxiety
student 12 , 29 , 33 , 35-38 , 42 , 50 , 124 , 125 , 131
teacher 66 , 106 , 162
Appleton, N. 15
Archibald, D. and Newman, F. 129
Armstrong, T. 154
Ascher, C. 49
Ashton, P. and Webb, R. 89
assessment
alternative 64 , 113 , 128-139
as learning 113 , 136 , 149-150
authentic 2 , 106 , 128 , 129 , 161
criterion-referenced 114 , 115 , 118
diagnostic 114 , 115 , 117 , 128
formative 114 , 115 , 120 , 134-136
high stakes 126
ipsative 115
norm-referenced 115 , 118
performance-based 106 , 129-132 , 135 , 138
policy 112 , 130 , 164 , 175
portfolio 112 , 113 , 129 , 132-134 , 138
purposes of 8 , 115-117 , 125
reform 2 , 106 , 112-113 , 117 , 123 , 140 , 161 , 164
self 64 , 132-139 , 149-150 , 153 , 175
standards 114 , 116 , 119-120 , 129
strategies 2 , 3 , 6 , 8 , 112-113 , 120 , 129-138 , 149 , 161 , 175
structures 124 , 130
student involvement in 117 , 137-138
value-added 126
Association of Universities and Colleges of Canada 32
Atkinson, P. and Delamont, S. 37 , 38 , 124
attendance 39 , 40 , 49 , 52 , 73 , 165
Atwood, V.A. et al98
Aubrey, R. 61

b
Babcock, E.H. et al9 , 12
Bailey, W. et al61
balance 28 , 89 , 91 , 95 , 110
Baldwin, J. and Wells, H. 50 , 64 , 66
balkanization 89 , 110 , 171
Ball, S. 29 , 30 , 87
Ball, S. and Bowe, R. 105
Barell, J. 146 , 153
Barker, B. 73
Barker-Lunn, J. 30
Barlow, M. and Robertson, H.-J. 82 , 85 , 125
Barnes, D. 98 , 148
Barnes, D. and Shemilt, D. 21
Barrow, R. 90
basic skills 20 , 31 , 34 , 39 , 85 , 90 , 116 , 121 , 122 , 140 , 146 , 164 , 165
Bassey, M. 20
Bates, R. 16 , 22
Beane, J. 98
Beaton, J. et al83
Bell, D. 1
Bennett, K. and LeCompte, M. 13
Bennett, N. 20
Berg, M. 61 , 98
Berlak, A. and Berlak, H. 25
Berman, P. and McLaughlin, M. 162
Bernstein, B. 87 , 99 , 100 , 101 , 102
Best, R. 57
Best, R. et al63
Betts, F.M. 98
Bibby, R. and Postersky, D. 14 , 15
Blackburn, K. 63 , 66
Blackmore, J. 68
Blase, J. 174
Bloom, B.S. 65 , 84 , 114 , 124
Bloomer, J.M. 65

-211-

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