Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 2 |
| Accountability | 2 |
| Adolescents | 2 |
| Evaluation Methods | 2 |
| Newsletters | 2 |
| State Standards | 2 |
| Access to Information | 1 |
| Anxiety | 1 |
| Classroom Techniques | 1 |
| Computer Assisted Testing | 1 |
| Core Curriculum | 1 |
| More ▼ | |
Author
| Arguelles, Lourdes | 1 |
| Chauncey, Caroline T., Ed. | 1 |
| Chauncey, Caroline, Ed. | 1 |
| Daugherty, Alane | 1 |
| Sadowski, Michael, Ed. | 1 |
Publication Type
| Collected Works - Serial | 3 |
| Reports - Descriptive | 3 |
Education Level
| Elementary Secondary Education | 1 |
| High Schools | 1 |
| Higher Education | 1 |
Audience
Location
| California | 3 |
| Pennsylvania | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkChauncey, Caroline T., Ed. – Harvard Education Press, 2011
"Harvard Education Letter" is published bimonthly at the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Integrated Data Systems Link Schools and Communities: Researchers Combine School and Non-School Data to Inform Interventions and Policy (Patti Hartigan);…
Descriptors: State Standards, Teaching Methods, Newsletters, Access to Information
Download full textArguelles, Lourdes; Daugherty, Alane – Claremont Graduate University (NJ1), 2006
It is well known among scholars and practitioners that stress and anxiety responses are genuine scientifically measurable reactions to a perceived stressor. It is also common knowledge that high levels of stress and anxiety have a multitude of negative psycho-physiological effects. These effects can contribute to the development of depression and…
Descriptors: Mental Disorders, Depression (Psychology), Stress Variables, Test Anxiety
Chauncey, Caroline, Ed.; Sadowski, Michael, Ed. – Harvard Education Press, 2005
"Harvard Education Letter" is published bimonthly at the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Adding Value to Student Assessment: Does "Value-Added Assessment" Live Up to Its Name? (Anand Vaishnav); (2) No Adolescent Left Behind?…
Descriptors: Federal Legislation, Accountability, Newsletters, Adolescents
