MARC record from Internet Archive

LEADER: 04462cam 22006491a 4500
001 ocm42913693
003 OCoLC
005 20180910230858.0
008 991126s2000 caua b 000 0 eng
010 $a 99050781
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020 $a9780761976035$q(pbk. ;$qacid-free paper)
035 $a(OCoLC)42913693$z(OCoLC)44610052$z(OCoLC)222116749$z(OCoLC)316538929$z(OCoLC)977635996$z(OCoLC)1022632876$z(OCoLC)1049751462
043 $an-us---
050 00 $aLA217.2$b.B72 2000
082 00 $a371.01/0973$221
084 $a5,3$2ssgn
084 $aD 9200 US 32$2dopaed
100 1 $aBracey, Gerald W.$q(Gerald Watkins)
245 10 $aBail me out! :$bhandling difficult data and tough questions about public schools /$cGerald W. Bracey.
260 $aThousand Oaks, Calif. :$bCorwin Press,$c℗♭2000.
300 $aix, 213 pages :$billustrations ;$c27 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references.
505 0 $aIntroduction: Why you need a book like this -- Beware of averages -- Follow the money -- Beware of the uncritical acceptance of convenient conclusions -- Watch for selectivity in the data -- Show me the data! -- Beware of nostalgia -- Beware of causal explanations made from correlational data -- Be aware of whether the statistics being used are numbers or rates (percentages) -- Know whether you're dealing with ranks or scores -- Make sure the statistic used is the right one -- Ask how the variable is defined -- Ask how the variable is defined; and then ask what the criterion measure is -- Differentiate practical and statistical significance -- Look for trends, not snapshots -- Beware of trends -- Ask what the consequences are even if the interpretation of the data is true -- Beware of changing demographics -- Try to "see through" graphs -- Beware of big (small) numbers -- Beware of generalizations -- The rise of testing -- Types of tests -- Other indicators of achievement -- How come American students fall farther behind their international peers the longer they stay in school? -- Why are test scores falling? -- How come private schools do so much better than public schools? -- Why don't we have vouchers so the money would follow the child? -- Why don't we use charter schools as laboratories for innovation for the rest of the system? -- Why are we throwing money at schools? -- Why are SAT scores still falling? -- Why don't bright people go into teaching? -- With all this talk about standards and accountability, why aren't teachers and administrators held accountable?
650 0 $aPublic schools$zUnited States.
650 0 $aTeachers$zUnited States.
650 6 $aE coles publiques$zE tats-Unis.
650 6 $aEnseignants$zE tats-Unis.
650 7 $aPublic schools.$2fast$0(OCoLC)fst01082942
650 7 $aTeachers.$2fast$0(OCoLC)fst01144248
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 07 $aDatenanalyse.$2swd
650 07 $aSchule.$2swd
651 7 $aUSA.$2swd
776 08 $iOnline version:$aBracey, Gerald W. (Gerald Watkins).$tBail me out!$dThousand Oaks, Calif. : Corwin Press, ℗♭2000$w(OCoLC)606380890
776 08 $iOnline version:$aBracey, Gerald W. (Gerald Watkins).$tBail me out!$dThousand Oaks, Calif. : Corwin Press, ℗♭2000$w(OCoLC)608608813
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/enhancements/fy0658/99050781-t.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy0658/99050781-d.html
938 $aBaker & Taylor$bBKTY$c65.95$d65.95$i0761976027$n0003469770$sactive
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938 $aBrodart$bBROD$n57003718$c$36.95
938 $aBaker and Taylor$bBTCP$n99050781
938 $aYBP Library Services$bYANK$n1664535
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029 1 $aDEBBG$bBV013355284
029 1 $aYDXCP$b1664534
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994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 474 OTHER HOLDINGS