Background
Gamoran, Adam was born on January 6, 1957 in Morristown, New Jersey, United States. Son of Hillel and Judith (Halperin) Gamoran.
(Teachers often want to learn new ideas and approaches to ...)
Teachers often want to learn new ideas and approaches to improve their teaching, but their efforts are often blocked by structural constraints in their districts and schools. How can schools overcome these barriers to provide more supportive environments for change? The authors answer this question through the study of six cases of schools and districts where teachers and researchers collaborated to develop teaching for understanding in math and science. This new book features: * A new conceptual model of how school resources relate to teaching and learning, focusing not only on material resources such as time and money but also on human and social resources * Methods that administrators can use to support teachers who want to improve their teaching of math and science * Elements that professional developers should look for in a school environment when they are considering working with staff on teaching improvements * Answers to important questions, including how schools operate as organizations, how they control work, how they respond to changes in their environment, and how they improve classroom teaching and learning.
http://www.amazon.com/gp/product/0807743097/?tag=2022091-20
2003
(The No Child Left Behind Act (NCLB) is the latest in more...)
The No Child Left Behind Act (NCLB) is the latest in more than two decades of federal efforts to raise educational standards and an even longer stream of initiatives to improve education for poor children. What lessons can we draw from these earlier efforts to help NCLB achieve its goals? In Standards-Based Reform and the Poverty Gap, leading scholars in sociology, economics, psychology, and education policy take on this critical question. Armed with the latest data and up-to-date research syntheses, the authors show that standards-based reform has had some positive effects, particularly in the area of teacher quality. Moreover, some of the critics' greatest fears have not been realized: for example, retention rates have not shot upward. Yet the overall pace of improvement has been slow, owing in part to poor implementation. Based on these findings, the contributors offer recommendations for the implementation and impending reauthorization of NCLB. These proposals, such as national testing and a rethinking of achievement targets, are sure to be at the center of the upcoming debate. Contributors include Thomas Dee, Laura Desimone, George Farkas, Barbara Foorman, Brian Jacob, Robert M. Hauser, Paul Hill, Tom Loveless, Meredith Phillips, Andrew C. Porter, and Thomas Smith. The No Child Left Behind Act (NCLB) is the latest in more than two decades of federal efforts to raise educational standards and an even longer stream of initiatives to improve education for poor children. What lessons can we draw from these earlier efforts to help NCLB achieve its goals? In Standards-Based Reform and the Poverty Gap, leading scholars in sociology, economics, psychology, and education policy take on this critical question. Armed with the latest data and up-to-date research syntheses, the authors show that standards-based reform has had some positive effects, particularly in the area of teacher quality. Moreover, some of the critics' greatest fears have not been realized: for example, retention rates have not shot upward. Yet the overall pace of improvement has been slow, owing in part to poor implementation. Based on these findings, the contributors offer recommendations for the implementation and impending reauthorization of NCLB. These proposals, such as national testing and a rethinking of achievement targets, are sure to be at the center of the upcoming debate. Contributors include Thomas Dee, Laura Desimone, George Farkas, Barbara Foorman, Brian Jacob, Robert M. Hauser, Paul Hill, Tom Loveless, Meredith Phillips, Andrew C. Porter, and Thomas Smith.
http://www.amazon.com/gp/product/B004I5BN90/?tag=2022091-20
2008
Gamoran, Adam was born on January 6, 1957 in Morristown, New Jersey, United States. Son of Hillel and Judith (Halperin) Gamoran.
Bachelor, Master of Arts, University of Chicago, 1979;
Doctor of Philosophy, University of Chicago, 1984.
Assistant professor sociology, University of Wisconsin, Madison, 1984-1988;
assistant professor sociology and education policy studies, University of Wisconsin, Madison, 1988-1989;
associate professor, University of Wisconsin, Madison, 1989-1992;
professor, University of Wisconsin, Madison, since 1992. Faculty associate Wisconsin Center Education Research, since 1985. Faculty affiliate Institute Research on Poverty, since 1990.
Visiting professor Center Ednl. Sociology, U. Edinburgh, Scotland, 1992-1993. Speaker Wisconsin and Illinois school board associations, various school districts.
(The No Child Left Behind Act (NCLB) is the latest in more...)
2008(Teachers often want to learn new ideas and approaches to ...)
2003Member American Sociological Association (chair sociology of education section 1993-1994), American Educational Research Association.
Married Marla Newman, March 21, 1982. Children: Joel, Daniel, Naomi.