000			03063cam a22003494a 4500
001			128975
003			BJBSDDR
005			20250701103603.0
008			011210s2002 mau b 000 0 eng
020			_a0807031429 (cloth : alk. paper)
020			_a9780807031513
040			_aDLC _cDLC
041			_aeng
050	1	4	_aLA 217.2 _bM511i 2002
082	0	0	_a371.26
100	1		_aMeier, Deborah, _d1931- _913537
245	1	0	_aIn schools we trust : _bcreating communities of learning in an era of testing and standardization / _cDeborah Meier.
260			_aBoston : _bBeacon Press, _cc2002.
300			_a200 p. ; _c23 cm.
504			_aIncludes bibliographical references (p. [183]-193).
505			_aLearning in the company of adults -- Experiments in trust : The Mission Hill School and others -- Parents and schools -- Teachers trusting teachers -- Trusting each other's agendas and intentions : the dynamics of race and class -- Why tests don't test what we think they do -- Standardization versus standards -- The achievement gap -- Scaling up : stacking the odds in favor of the best -- Democracy and public education.
520			_aWe are in an era of radical distrust of public education. Increasingly, we turn to standardized tests and standardized curricula-now adopted by all fifty states-as our national surrogates for trust. Legendary school founder and reformer Deborah Meier believes fiercely that schools have to win our faith by showing they can do their job. But she argues just as fiercely that standardized testing is precisely the wrong way to that end. The tests themselves, she argues, cannot give the results they claim. And in the meantime, they undermine the kind of education we actually want. In this multilayered exploration of trust and schools, Meier critiques the ideology of testing and puts forward a different vision, forged in the success stories of small public schools she and her colleagues have created in Boston and New York. These nationally acclaimed schools are built, famously, around trusting teachers-and students and parents-to use their own judgment. Meier traces the enormous educational value of trust; the crucial and complicated trust between parents and teachers; how teachers need to become better judges of each others' work; how race and class complicate trust at all levels; and how we can begin to 'scale up' from the kinds of successes she has created.
650		0	_aPublic schools _zUnited States _vCase studies.
650		0	_aEducational change _zUnited States _vCase studies.
650		0	_aEducational tests and measurements _xStandards _zUnited States.
856	4	1	_3Sample text _uhttp://www.loc.gov/catdir/samples/hm051/2001008078.html
856	4	2	_3Publisher description _uhttp://www.loc.gov/catdir/description/hm031/2001008078.html
856	4	1	_3Table of contents _uhttp://www.loc.gov/catdir/toc/hm031/2001008078.html
856	4	2	_3Contributor biographical information _uhttp://www.loc.gov/catdir/enhancements/fy0736/2001008078-b.html
942			_2lcc _cBK
946			_ilmm
999			_c68079 _d68079