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2 Brügelmann, H. (2004/im Druck). Kerncurricula, Bildungsstandards und Leistungstests: Zur unvergänglichen Hoffnung auf die Entwicklung der guten Schule durch eine Evaluation "von oben". Vierteljahresschrift für wissenschaftliche Pädagogik, Themenheft "Evaluation (in) der Erziehungswissenschaft und Pädagogik". Chamberlin, D., Chamberlin, E.S., Drought, N.E. & Scott, W.E. (1942). Did they succeed in college? Adventures in American education. Volume IV. New York: Harper & Brothers. Coeyman, M. (2003). Can Johnny read yet? Latest US scores tell a mixed story. Christian Science Monitor, ( ) Darling-Hammond, L. & Ancess, J. (1996). Democracy and access to education. In: R. Soder, Democracy, education, and the schools, pp San Francisco, CA: Jossey-Bass. Deci, E.L. (1995). Why we do what we do: The dynamics of personal autonomy. New York: G.P. Putnam's Sons. Deci, E.L., Koestner, R. & Ryan, R.M., 1999: Examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, Finn, C.B., Ravitch, D. & David Whitman (2004). The mad, mad world of textbook adoption. With a Foreword by C.B. Finn, Introduction by D. Ravitch, and Survey by W. Whitman. Thomas B. Fordham Foundation. Bezug: ( ) Gardner, H. (1983). Frames of mind: the theory of multiple intelligence. New York: Basic Books. Good, T. L. & Mulryan, C. (1990). Teacher Ratings: A call for teacher control and self-evaluation. In The New Handbook of Teacher Evaluation. Assessing Elementary and Secondary School Teachers. Newbury Park: Sage, pp Haney, W. (2002). Ensuring failure: How a state s achievement test may be designed to do just that. Education Week, 10 July 2002, 56, 58.

3 Kohn, A. (1999). Punished by rewards. The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston: Houghton Miflin. Kohn, A. (2000). The case against standardized testing. Raising the scores, ruining the schools. Portsmouth, NH: Heinemann. Kohn, A. (2001a): Beware of the standards, not just the tests. Education Week. September 26, Kohn, A. (2001b): Two cheers for an end to the SAT. The Chronicle Review. Kohn, A. & Shannon, P. (2002). Education, Inc. Turning learning into a business. Heinemann. Revised Edition. Kohn, A. (2004). What Does It Mean to Be Well Educated?: And More Essays on Standards, Grading, and Other Follies. Beacon. Kozol, J. (1992). Savage inequalities. Children in America s schools. New York: Harper. Levine, A.E. (2004). New rules, old responses. Teachers College Press. Bezogen am von Lind, G. (2000/ im Druck). From Practice to Theory - Turning Teacher Education on its Feet. In: Fondation des Régions Européennes pour la recherche en Education et Formation (FREREF), Lyon. Lind, G. (2004). Verbesserung der Lehrer durch Selbstevaluation. Madaus, G. & Clarke, M. (2001). The adverse impact of high stakes testing on minority students: Evidence from one hundred years of test data. G. Orfiled & M.L. Kornhaber, eds., Raising standards or raising barriers? Inequality and high-stakes testing in public education. New York: Century Foundation Press.

4 McEwan, P.J. & Carnoy, M. (2000). The effectiveness and efficiency of private schools in Chile's voucher system. Educational Evaluation and Policy Analysis, 22, Millman, J. & Darling-Hammond, L., eds. (1990). The new handbook of teacher evaluation. Assessing elementary and secondary school teachers. Newbury Park, CA: Corwin Press. New York Times ( ). Wider gap found between wealthy and poor schools. Oser, F. (2002). Standards in der Lehrerbildung - Entwurf einer Theorie kompetenzbezogener Professionalisierung. journal für lehrerbildung, 1, Peschel, F. (2002). Offener Unterricht - Idee, Realität, Perspektive und ein praxiserprobtes Konzept zur Diskussion. Hohengehren: Baltmannsweiler. Phelps, R.P. (2004). Why testing experts hate testing. In: W.M. Evers & H.J. Walberg, Eds., Testing student learning, evaluating teaching effectiveness, S Stanford, CA: Hoover Institution Press. Popham, W. J. (1999). Why standardized tests don t measure educational quality. Educational Leadership, 56(6), Ravitch, D. (1995). National standards in American education: A citizens guide. Brookings Institution Press. Reiman, A.J., & Thies-Sprinthall, L. (1998). Mentoring and supervision for teacher development. New York: Longman. Rolff, H.-G. (2002). Evaluation ist bei uns ein Hasswort". Frankfurter Rundschau, Bezug: am Rolff, H.-G. (2003). Bildungsstandards sind attraktiv - und problematisch. Frankfurter Rundschau, Sacks, P. (1999). Standardized minds. The high prize of America's testing culture and what we can do to change it. Cambridge, MA: Perseus Publishing. Sanders, J.R. (1994). The program evaluation standards. How to assess evaluations of educational program. 2nd edition. Thousand Oaks, USA: Sage Publications. Schoenfeld, A. H. (1999). Looking toward the 21th century: Challenges of educational theory and practice. Educational Researcher, 28, Shepard, L.A. (2002). The role of assessment in a learning culture. Educational Researcher, 29, Shulman, Lee S. (1988). Disciplines of Inquiry in Education. An Overview. In Jaeger, R.M. (Ed.) Complementary Methods for Research in Education. Washington D.C.: American Educational Research Association, pp

5 Smith, Frank (1986). Insult to Intelligence. The Bureaucratic Invasion of Our Classrooms. New York: Arbor House. Westheimer, J. & Kahne, J. (2004). Educating the "Good" Citizen: Political Choices and Pedagogical Goals. Political Science & Politics. 38 (2). April. Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects: Online Version. Retrieved September 25, 2003, from Web-Adresse des Autors: