School Turnaround Fever: The Paradoxes of a Historical Practice Promoted as a New Reform

Autor/inn/en	Peck, Craig; Reitzug, Ulrich C.
Titel	School Turnaround Fever: The Paradoxes of a Historical Practice Promoted as a New Reform
Quelle	In: Urban Education, 49 (2014) 1, S.8-38 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085912472511
Schlagwörter	School Turnaround; Educational Practices; Educational Change; School Effectiveness; Educational Innovation; Federal Legislation; Educational Policy; Culturally Relevant Education; Parent Participation; Academic Achievement; Educational Indicators; Leadership Effectiveness; Urban Schools + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsreform; Schuleffizienz; Instructional innovation; Bildungsinnovation; Bundesrecht; Politics of education; Bildungspolitik; Elternmitwirkung; Schulleistung; Educational indicato; Bildungsindikator; Führungseffizienz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	School "turnaround" has received significant attention recently in education literature and policy action, especially as a means to dramatically improve urban education. In current common education usage, "turnaround" refers to the rapid, significant improvement in the academic achievement of persistently low-achieving schools. Employing a conceptual framework informed by research regarding school reform history, the school leadership fashion cycle, and paradoxes in educational innovation and reform, this exploratory study examines policy documents, foundation works, and empirical studies in considering the historical roots, current recommended practices, and outcomes to date of the turnaround reform movement. We present the results of our inquiry in the form of a series of vexing paradoxes that characterize the recent fervor for school turnaround at the same time they signal the promise and pitfalls of the reform idea. We conclude by examining implications for urban school policy makers and school-based leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10