Thousand Oaks, California: Corwin Press Inc., 1996. Fine condition in a bright and shiny Near Fine dust jacket. Only a little rubbing to the dust jacket. NO chips. Sharp corners. Pages are crisp, clean and unmarked. NO owner's name or bookplate. NOT a remainder. NOT a library discard. List of Resources; References; Index. Bound in the original red boards, stamped in bright gold on the spine. Complete with dust jacket. First Printing of the First Edition. Hardcover. Fine condition/Near Fine dust jacket. Illus. by NOT a library discard. 8vo. xxi, 321pp. Great Packaging, Fast Shipping.

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Detalles bibliogr�ficos

T�tulo

Accelerated Schools in Action: Lessons from the Field

Editor

Corwin Press Inc., Thousand Oaks, California

Fecha de publicaci�n

1996

Idioma

Ingl�s

ISBN 10

0803962428

ISBN 13

9780803962422

Encuadernaci�n

Hardcover

Ilustrador

NOT a library discard

Edici�n

First Printing of the First Edition.

Estado

Fine condition

Estado de la sobrecubierta

Near Fine dust jacket

Cat�logos de vendedores

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Sinopsis

Accelerated Schools: The Background; Henry M. Levin 2.

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Christine Finnan holds a joint position as an associate professor in the Foundations, Secondary, and Special Education Department and the Anthropology Department at the College of Charleston in Charleston, SC. Prior to assuming this position, she was an associate professor in the Early Childhood, Elementary, and Middle Grades Department. In this capacity, she helped develop curriculum for a BS in elementary education, preparing graduates to work in second- to sixth-grade classrooms.

Since 1990, Finnan has been involved in school reform initiatives, particularly the Accelerated Schools Project and more recently Partners for Acceleration. Using her anthropological lens, she examines the interplay between school and classroom culture and reform models. She works closely with teachers, observing in classrooms and providing professional development.

Finnan coauthored Accelerating the Learning of All Children: Cultivating School, Classroom and Individual Change (Westview Press, 2000) with Julie D. Swanson and co-edited Accelerated Schools in Action: Lessons from the Field (Corwin Press, 1996) with Ed St. John, Jane McCarthy, and Simeon Slovacek and has published extensively in edited volumes and journals.

Finnan’s joint appointment reflects her academic training and scholarship. She became interested in studying education through her research on children’s play and folklore. She completed a Master of Arts degree from University of Texas, Austin in anthropology and folklore. Her research focused on the study of third-grade children’s spontaneous play. Finnan completed a PhD in education at Stanford University in 1980, focusing on anthropology and education. While at Stanford, she continued to study children’s play, examining how Vietnamese refugee children used play to assimilate into a new culture.

Edward P. St. John is professor of educational leadership at Indiana University and was director of the Indiana Education Policy Center. His research focuses on policy issues in K–16 education (1998–2002). At the Policy Center, he has directed several studies of the impact of early read-ing programs and comprehensive school reform. His other collaborative books on topics related to school reform include Accelerated Schools in Action (Corwin), Families in Schools (Heinemann), and Reinterpreting Urban School Reform (SUNY Press).

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