Diane Massell
Biographic Data
| ID | 1585015 |
|---|---|
| NAME | Diane Massell |
| GIVEN NAMES | Diane |
| FAMILY NAME | Massell |
| SIGNATURE | MASSELL D |
| AFFILIATIONS | Consortium for Policy Research in Education, New Brunswick, New Jersey |
| ORCID | 0000-0002-8573-4163 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
Engaging Practitioners in State School Improvement Initiatives
For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice—the voice of education practitioners—is represented in states' current, significant initiatives to improve low-performing schools. In the arti…
Alignment
The Common Core State Standards (CCSS) of 2010 represent a new chapter in the 25-year history of standards-based reforms (SBR). The CCSS attempts to bring the system back to the principles of its founding—more rigorous, focused, academic content and performance expectations collectively embraced by the nation. The new standards depart significantly from existing practice, especially in their high level of cognitive demand, topical range, and curr…
State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement
Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of sur…
Three Challenges for National Content Standards
Setting Standards in Mathematics and Social Studies
Determining National Content Standards
State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement
Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of sur…
Alignment
The Common Core State Standards (CCSS) of 2010 represent a new chapter in the 25-year history of standards-based reforms (SBR). The CCSS attempts to bring the system back to the principles of its founding—more rigorous, focused, academic content and performance expectations collectively embraced by the nation. The new standards depart significantly from existing practice, especially in their high level of cognitive demand, topical range, and curr…
Setting Standards in Mathematics and Social Studies
Three Challenges for National Content Standards
Setting Standards in Mathematics and Social Studies
Determining National Content Standards
State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement
Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of sur…
Alignment
The Common Core State Standards (CCSS) of 2010 represent a new chapter in the 25-year history of standards-based reforms (SBR). The CCSS attempts to bring the system back to the principles of its founding—more rigorous, focused, academic content and performance expectations collectively embraced by the nation. The new standards depart significantly from existing practice, especially in their high level of cognitive demand, topical range, and curr…
Engaging Practitioners in State School Improvement Initiatives
For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice—the voice of education practitioners—is represented in states' current, significant initiatives to improve low-performing schools. In the arti…
Psychology (6 works) · Mathematics education (4 works) · Pedagogy (4 works) · Political science (4 works) · Curriculum (3 works) · Learning standards (3 works) · Sociology (3 works) · Computer Science (2 works) · Content (measure theory (2 works) · Educational Assessment and Improvement (2 works)