How Equal Are Opportunities for Learning in Disadvantaged and Advantaged Middle Grades Schools? Report No. 7.

Autor/inn/en	Mac Iver, Douglas J.; Epstein, Joyce L.
Institution	Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.
Titel	How Equal Are Opportunities for Learning in Disadvantaged and Advantaged Middle Grades Schools? Report No. 7.
Quelle	(1990), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advantaged; Comparative Analysis; Courses; Disadvantaged; Educational Practices; Extracurricular Activities; Intermediate Grades; Junior High Schools; Middle Schools; National Surveys; Public Schools; Remedial Instruction; School Organization; School Restructuring; Teacher Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Kursangebot; Bildungspraxis; Außerunterrichtliche Aktivität; Mittelstufe; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; Förderkurs; School organisation; Schulorganisation; Schulreformplan; Schulumwandlung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Data from a national survey of principals in public schools with a 7th grade were used in this study of schools that serve disadvantaged, advantaged, and other populations. Differences in the schools' course-taking opportunities, organizational structures, extracurricular programs, remedial activities, instructional approaches, staffing needs, and use of responsive practices were studied. Effects of middle grades practices on course-taking opportunities were also examined in an effort to gain insight into the ways in which learning opportunities can be expanded through school restructuring. Findings indicate that schools that serve disadvantaged young adolescents are as likely as other schools to offer students substantial instruction in basic academic subjects, but are less likely to offer extensive remedial programs, advanced courses, or instructional methods that promote active or higher-order learning. Schools for the disadvantaged are less likely than other schools to offer a rich array of exploratory courses, "minicourses," or extracurricular activities for students, but are equally likely to use responsive practices in the middle grades. Schools with a high proportion of minority students are less likely to offer instruction for active learning, higher-order thinking, or enriched electives. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC