Project Discovery: An Urban Middle School Reform Effort

Autor/inn/en	Shulman, Vivian; Armitage, Deirdre
Titel	Project Discovery: An Urban Middle School Reform Effort
Quelle	In: Education and Urban Society, 37 (2005) 4, S.371-397 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124505277688
Schlagwörter	State Standards; Undergraduate Students; Tutoring; Academic Achievement; Middle Schools; Urban Schools; Educational Improvement; College School Cooperation; Curriculum Development; Faculty Development; Professional Development Schools; Middle School Teachers + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Schulleistung; Middle school; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching improvement; Unterrichtsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	This study reports on a 5-year project to improve urban, middle-level student achievement through the implementation of two initiatives. First, teachers at a participating New York City middle school engaged in weekly curriculum-planning workshops to reformulate classroom curricula into interdisciplinary, discovery-oriented activities. Second, undergraduate college students from an urban public college, representing a variety of academic disciplines, were recruited to work as classroom tutors, or "teaching scholars," in the middle school. Gains in student achievement were demonstrated by a significant increase in the number of students meeting state standards on standardized test scores in mathematics and English. Survey responses and interviews of teachers revealed that teachers felt energized and empowered and that the school climate had improved. An unanticipated benefit was the desire of a significant number of college student "teaching scholars" to change career plans and pursue teaching as a profession, specifically in urban, high-need schools. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10