Academic Excellence, Cultural Relevance, Community Connectedness: Lessons from R. W. Coleman Elementary School.

Autor/in	Lipman, Pauline
Institution	Research for Better Schools, Inc., Philadelphia, PA.
Titel	Academic Excellence, Cultural Relevance, Community Connectedness: Lessons from R. W. Coleman Elementary School.
Quelle	(1995), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Students; Community Involvement; Cultural Awareness; Cultural Relevance; Disadvantaged Youth; Elementary Education; Elementary School Students; Elementary School Teachers; Elementary Schools; Single Sex Schools; Student Characteristics; Urban Schools; Urban Youth; Year Round Schools + Suchen Sie Ihr Suchwort? Schulleistung; Cultural identity; Kulturelle Identität; Benachteiligter Jugendlicher; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Youth; Jugend; Year round school; Year-round school; Year-round schools; Ganzjahresschule
Abstract	Robert W. Coleman Elementary School in Baltimore (Maryland) is a school that is exemplary by virtue of its efforts to build on the strengths of students and the community. Although it is not yet a model of curriculum or instruction, it operates in an ethical and theoretical framework with much to say to the urban educator. The school, which serves about 500 African Americans students in prekindergarten through grade 5, is organized into three "academies," and each academy has a teacher-administrator team with the power to shape curriculum and instruction. Coleman is the first year-round school in Maryland and is further distinguished by its Parent Academy, which fosters parent participation. The guiding principles at Coleman are those of the Urban Learner Framework (ULF) of Research for Better Schools, Inc. The ULF asserts that urban learners are capable, that they bring with them many cultural strengths the schools must build on, and that they are resilient and able to profit from attention and culturally sensitive instruction. An evaluation of the ULF in practice at Coleman focused on 5 teachers and interviews with about 70 students. Results give insights into the culture of academic success that is being built at Coleman. (Contains 67 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC