Search for Effective Schools: The Identification and Analysis of City Schools Schools That Are Instructionally Effective for Poor Children.

Autor/inn/en	Edmonds, Ronald R.; Frederiksen, John R.
Titel	Search for Effective Schools: The Identification and Analysis of City Schools Schools That Are Instructionally Effective for Poor Children.
Quelle	(1979), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Curriculum Development; Economically Disadvantaged; Educational Quality; Elementary Secondary Education; Family Characteristics; Institutional Characteristics; Instructional Improvement; Research; School Desegregation; Teacher Attitudes; Teacher Effectiveness; Urban Education; Urban Schools; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Quality of education; Bildungsqualität; Unterrichtsqualität; Forschung; Integrative Schule; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The thesis of this paper is that all children, excepting those of certifiable handicap, are educable, and the behavior of the school is critical in determining the quality of that education. Concentrating on several innercity schools in Detroit, this paper discusses the distinguishing characteristics of schools that are instructionally effective for poor children. The emphasis is on alternative approaches to desegregation that could be successful in improving the quality of instruction available to desegregated pupils. Other studies done on institutional effectiveness are referred to and analyzed in terms of their strengths and weaknesses. The performance levels of students in different schools on verbal achievement tests are used as the criteria for analyzing the effectiveness of different schools. Taken into consideration are race and home background of the student sample groups. Findings concerning the influence of teacher attitudes and characteristics, school characteristics, curriculum, and school affluence are presented. (Author/EB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC