| Acknowledgments |
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vii | |
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Introduction to Part One
Chapters 1 and 2 |
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1 | (26) |
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Chapter 1 Introduction and Book Summary |
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3 | (6) |
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Chapter 2 The Balanced Curriculum Model |
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9 | (18) |
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Introduction to Part Two
Chapters 3, 4, 5, 6 and 7 |
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27 | (60) |
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Chapter 3 The Alignment Research |
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29 | (12) |
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Chapter 4 Curriculum Structure and District Leadership Stability |
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41 | (16) |
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Chapter 5 Implementation and Infrastructure |
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57 | (10) |
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Chapter 6 Implementation: A Model for Making Implementation Plans |
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67 | (8) |
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Chapter 7 Assessment Research |
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75 | (12) |
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Introduction to Part Three
Chapters 8, 9, 10, 11 and 12 |
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87 | (72) |
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Chapter 8 Curriculum Development in 3 Urban Districts that have Raised Achievement |
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89 | (16) |
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Chapter 9 Building Infrastructure for Improved Achievement in Norwalk, CT |
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105 | (22) |
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Chapter 10 Doing Curriculum for Improved Achievement in Norwalk, CT |
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127 | (10) |
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Chapter 11 Bristol Public Schools Improve Student Achievement |
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137 | (8) |
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Chapter 12 Farmington, CT (High SES) |
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145 | (14) |
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Introduction to Part Four
Chapters 13, 14 and 15 |
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159 | (30) |
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Chapter 13 Commonalities and Differences of District Stories of Using Curriculum to Improve Achievement |
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161 | (8) |
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Chapter 14 Other Popular Avenues for District Improvement: Using ASIA to Assess their Power |
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169 | (10) |
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Chapter 15 Planning Curriculum Development and Implementation |
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179 | (10) |
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| Appendix |
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189 | (2) |
| About the Authors |
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191 | (4) |
| About the Web Site |
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195 | (2) |
| Index |
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197 | |
