Accelerated Schools.

Autor/inn/en	Hopfenberg, Wendy S.; und weitere
Institution	Stanford Univ., CA. School of Education.
Titel	Accelerated Schools.
Quelle	(1990), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cooperative Learning; Curriculum Development; Educational Innovation; Educational Objectives; Elementary Education; High Risk Students; Low Achievement; Participative Decision Making; School Organization + Suchen Sie Ihr Suchwort? Schulleistung; Kooperatives Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Problemschüler; Unterdurchschnittliche Leistung; School organisation; Schulorganisation
Abstract	This paper describes the Accelerated Schools Project, which was begun at Stanford University in 1986 to improve schools for children caught in at-risk situations. The first sections describe the present deficiencies of schools serving at-risk students and the limitations of general reform proposals for educating at-risk youth. The Accelerated Schools Project focuses on creating learning activities characterized by high expectations and high status for its participants. Its goal at the elementary level is to enable all students to take advantage of mainstream secondary education instruction by effectively closing the achievement gap in elementary school. Its three guiding principles include unity of purpose, empowerment, and building on strengths. Program values include equity, participation, communication/community, reflection, experimentation, trust, and risk-taking. The Inquiry Process is a mechanism for moving the school toward accelerate practice along all three dimensions of the model--curriculum, instructional practices, and organization. The five stages in initiating the process include: (1) focus on the real problem; (2) brainstorm solutions; (3) synthesize solutions into an experimental program; (4) pilot the test program; and (5) evaluate. Administrators' new roles revolve around coordination, motivation, and support. Pilot schools have demonstrated the following early outcomes: improved student achievement, increased parent participation, improved student attendance, and a decrease in discipline problems. One figure is included. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC