<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cross, Patricia K</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The Adventures of Education in Wonderland: Implementing Educational Reform</style></title><secondary-title><style face="normal" font="default" size="100%">Phi Delta Kappan</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1987</style></year><pub-dates><date><style  face="normal" font="default" size="100%">03/1987</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&amp;_&amp;ERICExtSearch_SearchValue_0=EJ349185&amp;ERICExtSearch_SearchType_0=no&amp;accno=EJ349185</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">68</style></volume><abstract><style face="normal" font="default" size="100%">Classroom research and formative evaluation, the most efficient methods of assessing and planning teaching improvements, form the link to quality student learning. An assessment program at Alverno College (Wisconsin) and an instructional improvement program at Miami-Dade Community College (Florida) demonstrate the importance of bringing assessment into the classroom.</style></abstract><issue><style face="normal" font="default" size="100%">7</style></issue><work-type><style face="normal" font="default" size="100%">Journal Article</style></work-type><section><style face="normal" font="default" size="100%">496</style></section></record></records></xml>