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Book Categories |
Preface | ||
Acknowledgments | ||
About the Authors | ||
1 | Ensuring the Effectiveness of All Science and Mathematics Programs | 1 |
2 | Identifying the Components of Quality Programs | 17 |
3 | Designing a Quality Program | 49 |
4 | Operating a Quality Program | 79 |
5 | Investigating Outcomes | 105 |
A | Profile of a Quality Teacher Development Program | 143 |
B | Profile of a Quality Teacher Research Program | 149 |
C | Profile of a Quality Student Enrichment Program | 155 |
D | Profile of a Quality Systemic Program | 161 |
E. References | 165 | |
F | Teacher Development Program: Comparing Three Profiles of the Vision for the Teacher's Classroom Component | 169 |
G | Teacher Development Program: Comparing Three Profiles of the Program Administration Component | 177 |
H | Teacher Research Program: Comparing Three Profiles of the Teacher's Research Experience Component | 185 |
I | Teacher Research Program: Comparing Three Profiles of the Program Evaluation Component | 191 |
J | Student Enrichment Program: Comparing Three Profiles of the Systemic Connections Component | 195 |
K | Student Enrichment Program: Comparing Three Profiles of the Preparation Component | 201 |
L | Student Enrichment Program: Comparing Three Profiles of the Follow-Up Component | 207 |
M | Systemic Program: Comparing Three Profiles of the Nature of the Partnership Component | 211 |
Index | 217 |
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