Effective Chapter 1 Practices in the Portland Public Schools.

Autor/in	Kushmuk, James
Titel	Effective Chapter 1 Practices in the Portland Public Schools.
Quelle	(1986), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Observation Techniques; Classroom Techniques; Educational Environment; Educational Practices; Elementary Education; Elementary Schools; Instruction; Instructional Development; Mathematics Instruction; Models; Organization; Public Schools; Reading Instruction; School Effectiveness; Theories + Suchen Sie Ihr Suchwort? Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Elementarunterricht; Elementary school; Grundschule; Volksschule; Teaching process; Unterrichtsprozess; Teaching improvement; Unterrichtsentwicklung; Mathematics lessons; Mathematikunterricht; Analogiemodell; Organisation; Organisationsstruktur; Public school; Öffentliche Schule; Leseunterricht; Schuleffizienz; Theory; Theorie
Abstract	This report describes a research effort and some preliminary findings on effective school practices as they apply to the Portland (Oregon) Public Schools' Education Consolidation and Improvement Act (ECIA) Chapter 1 program, which is a supplementary basic skills instructional program for low-achieving students. Nearly 60 hours of unsystematic observations of teacher practices took place during the 1984-85 school year in the regular reading and mathematics classrooms of 10 Chapter 1 elementary schools. Observations focused on classroom management practices, direct instruction, instructional planning and coordination, and school climate and organization. These observations were supplemented by open-ended interviews with selected teachers and principals. Findings were consistent with those of previous studies. Concluding remarks discuss the findings from an organizational perspective and provide a proposed model for creating schools that can effectively help low-ability students achieve mastery in basic skills. The model identifies the key areas and the proper sequence of school-level interventions that are likely to succeed, as well as variables outside the control of schools that constrain successful change. Although focused on Chapter 1 students, the findings are thought to be applicable to school improvement in general. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC