Restructuring the High School: The Renaissance Program.

Autor/in	Donavel, David F.
Titel	Restructuring the High School: The Renaissance Program.
Quelle	(1990), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Curriculum Design; Curriculum Development; Curriculum Evaluation; Experimental Curriculum; Faculty Workload; High Schools; School Effectiveness; School Restructuring; School Schedules; Student Characteristics; Student Motivation; Teacher Attitudes; Teacher Student Ratio; Teacher Student Relationship; Massachusetts + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; High school; Oberschule; Schuleffizienz; Schulreformplan; Schulumwandlung; Schulzeiteinteilung; Schulische Motivation; Lehrerverhalten; Lehrer-Schüler-Relation; Teacher student relationships; Lehrer-Schüler-Beziehung; Master-Studiengang
Abstract	Based on the premise that deficiencies in student learning are inherent byproducts of the traditional school structure, this study compares the effects of an experimental curriculum program on student learning with its traditional structural counterpart. The traditional school structure is characterized by a heavy teacher workload, segmented student schedules, and limited individual teacher-student interaction. The Renaissance Program (RenPro) at Masconomet High decreased the student course load and increased the amount of teacher-student interaction time. Students took two 100-minute long courses per trimester. Students also participated in seminars, independent studies, foreign language programs, and physical education. Approximately 80 students, one-half of the ninth grade, volunteered. Initial assessment by the Harvard Graduate School of Education is inconclusive after only one year of program implementation. However, in a comparison of RenPro and traditional students' (TradPro) final examination scores, RenPro students performed marginally better than their TradPro peers. Other preliminary results were improved student-teacher relationships; increased student motivation; greater opportunity for indepth exploration of course material; decreased grading time; and the implementation of more effective teaching styles. Problems cited are student discipline problems and distrust of the program by the traditional school. However, the findings generally indicate that such programs are feasible alternatives to stimulate students' critical learning and thinking processes. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC