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|a 0-8330-3595-9
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|a 1-283-59731-4
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|a 9786613909763
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|a eng
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|a LB2806.22
|b .O74 2004
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|a 379.1/58
|2 22
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| 245 |
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|a Organizational improvement and accountability :
|b lessons for education from other sectors /
|c Brian Stecher and Sheila Nataraj Kirby, editors ; prepared for the William and Flora Hewlett Foundation
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| 250 |
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|a 1st ed
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| 260 |
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|a Santa Monica, CA :
|b Rand Corp.,
|c 2004
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| 300 |
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|a 1 online resource (155 p.)
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| 336 |
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|a text
|b txt
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| 337 |
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|a computer
|b c
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| 338 |
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|a online resource
|b cr
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|a "MG-136-WFHF"--P. [4] of cover
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| 500 |
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|a "Rand Education."
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| 504 |
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|a Includes bibliographical references (p. 125-134)
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|a Cover; Preface; Contents; Figure and Tables; Summary; Acknowledgments; CHAPTER ONE; Introduction; Accountability in Education; Other Approaches to Educational Accountability 1; Accountability in Other Sectors; Organization of the Monograph; CHAPTER TWO; Malcolm Baldrige National Quality Award Program; Background; The Baldrige Criteria for Performance Excellence 4; Education Criteria for Performance Excellence 5; Organizational Performance Results; Strategic Planning; Information and Analysis; Process Management; Evidence on the Baldrige Framework: Effects on Performance; Validating the Framework
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|a Educators Would Need Methods of Self-Policing and Self-Regulation
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|a Effect on Operating Performance The K-12 Educational Sector Experience with the MBNQA; Winners of the Baldrige Award in Education; Chugach School District (CSD), Alaska7; Pearl River School District (PRSD), New York 8; Other Users of the Baldrige Criteria; Implications for Education; Institutional Self-Assessment May Be Inherently Beneficial; The Baldrige Process Supports Accountability; Educators May Find It Difficult to Understand and Translate the Criteria; Some Caveats; CHAPTER THREE; Toyota Production System/Lean Manufacturing; Overview of TPS/Lean Manufacturing; Focus on the Value Stream
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|a Overview of Accountability in the Legal Profession Professional Authority; Controls on Entry; Alternative Legal Training; Professional Responsibility; Addressing and Protecting Client Concerns; Collective Self-Regulation; Lawyer Discipline System; Market Forces; Applying the Legal Model to Educational Accountability; Implications for Education; The Knowledge Base in Education is Not Yet Sufficiently Well-Regarded for Professional Accountability; Professional Accountability and Alternative Certification Can Coexist; Educators Should Foster a Sense of Public Responsibility
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|a Performance Standards Performance Incentives; How JTPA Worked in Practice; Measures of Performance; Effects on Provider Behavior; Overview of the Workforce Investment Act 2,3; Early Implementation of the WIA; Implications for Education; Explicit Performance Objectives May Produce Mixed Outcomes; Data Collection Alone Does Not Drive Improvement; Educational Systems Should Use Multiple Measures of Performance; The JTPA Framework Highlights the Need to Adjust for Differences in Ability; CHAPTER FIVE; Accountability in the Legal Profession; The Nature of Professions
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|a Standardization Worker Empowerment; Evidence for Effects of TPS/Lean Manufacturing on Production and Workers; Worker Empowerment or Worker Exploitation?; Applying TPS/Lean Manufacturing to Education; Implications for Education; Greater Focus on Value Streams Could Improve Educational Outcomes; Worker Empowerment Could Improve Educational Practices; TPS/Lean Production Must Be Used as a Complete System; Closely Translating TPS Practices to Education Is Challenging; CHAPTER FOUR; The Job Training Partnership Act and the Workforce Investment Act; Overview of the Job Training Partnership Act
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| 520 |
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|a Examines five accountability models--two from the manufacturing sector; a performance incentive model used in the evaluation of job training programs for the poor; accountability in the legal sector; and accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. The authors summarize the models? effectiveness and draw lessons for implementing the No Child Left Behind Act
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| 546 |
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|a English
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| 650 |
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0 |
|a Educational accountability
|z United States
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| 650 |
|
0 |
|a Organizational effectiveness
|x Evaluation
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| 650 |
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0 |
|a School management and organization
|z United States
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| 700 |
1 |
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|a Kirby, Sheila Nataraj,
|d 1946-
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| 700 |
1 |
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|a Stecher, Brian M
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| 710 |
2 |
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|a Rand Education (Institute)
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| 776 |
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|z 0-8330-3500-2
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| 999 |
1 |
0 |
|i 493efbfa-d230-49b4-8ae6-3de5d2bf5941
|l 99119328497908501
|s US-NCD
|m organizational_improvement_and_accountabilitylessons_for_education_fro_____2004____1__randca___________________________________________________________________________e
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