• [1] Podgotovitelʹnai͡a gruppa
• [2] Sredni͡ai͡a gruppa
• [3] Starshai͡a gruppa.

• [1] Подготовительная группа
• [2] Средняя группа
• [3] Старшая группа.

"La experiencia estudiantil resulta hoy un objeto de renovado interés académico. Tanto la trayectoria de los movimientos estudiantiles como la situación de los estudiantes desde el punto de vista institucional, reclaman una nueva mirada en un período de expansión y complejización de la educación superior. Este libro ofrece al lector un conjunto de indagaciones acerca de los estudiantes universitarios, referidas al pasado reciente y al tiempo presente, poniendo en juego preguntas que giran en torno a las visiones políticas y pedagógicas de distintos actores, a la vida cotidiana de las facultades y a las narrativas juveniles. Algunas de las indagaciones constituyen estudios históricos sobre el caso de la Universidad de Buenos Aires, que ahondan en miradas sobre el crecimiento de la población estudiantil y en las concepciones emergentes acerca de papel de los estudiantes en las instituciones y en la política, a partir del análisis documental y de la memoria oral. Otras constituyen abordajes de las experiencias estudiantiles en los años recientes, en el marco de distintas universidades y culturas disciplinarias, a través del enfoque biográfico. El libro se enriquece con un texto de Pedro Krotsch que ofrece una mirada crítica de las transformaciones universitarias del siglo XX. En forma global, el libro incursiona en los acontecimientos de un pasado reciente y en las coyunturas de los últimos años, buscando reconstruir la trama de discursos sobre la formación y la posición de los estudiantes en las universidades públicas en la Argentina"--p.4 of cover.

The coming decade holds immense potential for dramatic improvement in U.S. education and in the achievement of American children and in this volume, members of the Hoover Institution's Koret Task Force on K-12 Education examine both the potential gains and the pitfalls that lie ahead, informed by where U.S. education has been, what changes have been made in recent years, and what's still required for the comprehensive overhaul that this vital enterprise so urgently needs. Looking backward is infinitely easier than predicting the future, but planning for the future is necessary if anything is to change and by analysing the recent past and present condition of American primary and secondary school education across a host of key topics, task force members in this volume chart a bold course for the years ahead. Optimistic about the opportunities at hand, they identify essential-and feasible-reforms as well as the barriers that must be overcome if those changes are to occur. They offer high-quality scholarship and thoughtful prescriptions for productive policy alternatives.
(source: Nielsen Book Data)

• Foreword by Benno C. Schmidt, Jr. Preface
• CHAPTER 1: Wanting the Best
• CHAPTER 2: Fewer Teachers, Better Teachers
• CHAPTER 3: Developing Great Teachers
• CHAPTER 4: Great Leaders, Great Teachers
• CHAPTER 5: Getting the Best Notes About the Author About the Hoover Institution's Koret Task Force on K-12 Education Index.
• (source: Nielsen Book Data)

Public schools face the challenge of educating large numbers of students for whom learning does not come easily. They are institutions with long-established practices, often protected by politics and therefore highly resistant to change. The Best Teachers in the World explains why changing our traditional approach to improving our schools is critical and tells how to achieve such change. John Chubb shows how we can raise student achievement to levels comparable to those of the best nations in the world through a new strategy for raising teacher quality that is very different from the approach our country has historically followed. He asserts that we must attract and retain high-calibre individuals to teaching, train teachers in institutions and programs that can demonstrate their efficacy in producing teachers who raise student achievement, and improve the quality of school leadership. Chubb suggests moving beyond licensing and other regulatory approaches to teacher quality to focus on providing quality by measuring performance directly-including direct measurement of both teacher effectiveness and training effectiveness-with the success of each gauged by the ability of participants subsequently to raise student achievement. Given strong incentives to perform and the information to do so, he shows, the American educational system can improve teacher training and raise teacher quality to the highest levels in the world.
(source: Nielsen Book Data)

Washington is at crossroads on education policy. It can continue down the path of top-down accountability; devolve power to states and districts, thereby returning to the status quo of the last century; or rethink the fundamentals and do something different. In Choice and Federalism: Rethinking the Federal Role in Education, the Koret Task Force on Education proposes a new path in which Washington releases states from top-down accountability in exchange for unleashing the ability of parents to engage in informed choices of schools for their children and by causing those choices to generate competitive pressures on the providers of education services.
(source: Nielsen Book Data)

This book exposes a very real threat to America's future--a threat far more serious than any foreign enemy could ever pose. The most serious danger that the United States now faces, says William Damon, is that our country's future may end up in the hands of a citizenry incapable of sustaining the liberty that has been America's most precious legacy. In Failing Liberty 101, he argues that we are failing to prepare today's young people to be responsible American citizens--to the detriment of their life prospects and those of liberty in the United States of the future. He identifies the problems--the declines in civic purpose and patriotism, crises of faith, cynicism, self-absorption, ignorance, indifference to the common good--and shows that our disregard of civic and moral virtue as an educational priority is having a tangible effect on the attitudes, understanding, and behavior of large portions of the youth population in our country today. The author places the blame squarely on today's grown-up generation of parents, educators, opinion leaders, and public officials for failing to prepare young Americans properly for futures as citizens in a free society. He explains why, unless we begin to pay attention and meet our challenge as stewards of a priceless heritage, our nation and the future prospects of all individuals dwelling here in years to come will suffer, moving away from liberty and towards despotism--and this movement will be both inevitable and astonishingly quick.
(source: Nielsen Book Data)

The pressing need to improve achievement in American schools is widely recognized. In Tests, Testing, and Genuine School Reform, Herbert J. Walberg draws on scientific studies of tests and their uses to inform citizens, educators, and policy makers about well-established principles of testing, current problems, and promising evidence-based solutions. He explains the central considerations in developing and evaluating good tests and tells how tests can best be used, covering such topics as using tests for student incentives, paying teachers for performance, and using tests in efforts to attain new state and national standards. To minimize mistaken policies and practices, the book also describes testing technology to enable readers to evaluate and make better use of tests. And because valid tests cannot be developed without clear, specific standards, one chapter is devoted to discussing standards and how they should determine the plans and development of tests and testing. In view of the continuing technical and political problems of tests and testing, the last chapter argues that, for accountability, to improve tests and testing, and to prevent fraud, the development, administration, scoring, and reporting test results should be conducted independent of traditional school authorities.
(source: Nielsen Book Data)

• The slow but steady progress of pro-choice politics
• Too little money moves with students
• Quality new schools are rare, hard to start
• Instructional innovation is slow
• Influence on the educational labor force is slight
• Bad schools don't always close
• Choice can move more rapidly
• About the author
• About the Koret Task Force on K-12 Education.

Paul T. Hill examines the real-world factors that can complicate, delay, and in some instances interfere with the positive cause-and-effect relationships identified by the theories behind school choice. He explains why schools of choice haven't yet achieved a broader appeal and suggests more realistic expectations about timing and a more complete understanding of what must be done to make choice work.
(source: Nielsen Book Data)

Presents a convincing case that, despite the controversy it has ignited, the US No Child Left Behind (NCLB) law is making a positive difference and should be renewed. It outlines ten specific lessons and recommendations that identify the strengths and weaknesses of NCLB and offers suggestions for improving the law, building on its current foundation.
(source: Nielsen Book Data)

• The rolling juggernaut
• The school-readiness challenge
• Preschool or child care?
• A crowded landscape
• The quality conundrum
• Murky evidence
• The Florida story
• The Oklahoma story
• The problem of Head Start
• Costs and benefits
• Rival delivery systems
• A better route to travel.

• Introduction / Paul T. Hill
• The supply of charter schools / Caroline M. Hoxby
• Charter school funding / Eric Osberg
• School choice in Milwaukee fifteen years later / Paul E. Peterson with Nathan Torinus and Brad Smith
• Authorizing: the missing link / Chester E. Finn and Paul T. Hill
• Should charter schools be a cottage industry? / John E. Chubb
• Chartering and innovating / Chester E. Finn, Jr.
• Realizing chartering's full potential / Paul T. Hill.

The expert contributors to this volume tell how state laws and policies have stacked the deck against charter schools by limiting the number of charter schools allowed in a state, forbidding for-profit firms from holding charters, forcing them to pay rent out of operating funds, and other ways. They explain how these policies can be amended to level the playing field and give charter schools-and the children they serve-a fairer chance to succeed.
(source: Nielsen Book Data)