A Look Back
Envisioning good schools in Kappan
Bibliographic Data
| ID | 21369957 |
|---|---|
| Authors | Teresa Preston (corresponding author) |
| Year | 2020 |
| Volume | 102 |
| Issue | 3 |
| Pages | 5-7 |
| Publication date | 2020-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0031721720970687 |
| OpenAlex | W3097022047 |
| Language | EN |
How educators and policy makers define good schools drives their decisions about how to organize their schools and assess their success. In this monthly column, Teresa Preston explores Kappan authors’ different visions of what good schools look like and how to measure school success. Authors have considered how best to educate students with different needs and abilities, the varying priorities of stakeholders, and the desire to hold schools accountable
Mathematics education · Pedagogy · Political science · Public relations · Sociology · Vision · Early Childhood Education and Development · Education Systems and Policy · Educational Assessment and Improvement · Psychology
| Highly cited | No |
|---|