Literaturnachweis - Detailanzeige
| Autor/inn/en | Goldman, Paul; Tindal, Gerald |
|---|---|
| Titel | Taking School Reform Success to "Scale": Governance and Leadership Issues in Two Restructuring Elementary Buildings. |
| Quelle | (1998), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Education; Mainstreaming; Mixed Age Grouping; Program Effectiveness; Program Implementation; Research Problems; School Culture; School Restructuring; Special Needs Students; Success |
| Abstract | This paper explores the difficulties of extending good, workable educational ideas to entire schools or districts. Two restructured schools that participated in a 4-year collaborative project that involved multi-age primary classrooms, inclusion of special-needs students in regular classrooms, and increasing specificity in assessing student learning. These projects met requirements for systemic change: considering multiple elements, school culture, long-term results, humanistic orientation, and multiple correlates. Teachers in both schools made starting and finishing times more flexible, adapted curriculum and instructional delivery to diverse students' needs, created new collaborative structures for special and regular education teachers, and learned and applied more systematic and curriculum-oriented student learning-assessment tools. Failure to extend successes to intermediate levels may be due to intermediate teachers' inadequate time investment and training, professional jealousy concerning resource allocation, the perception that primary and intermediate elementary students are essentially different, and principals' laissez-faire approach to program integration. The schools' inability to take the primary teachers' paradigm shift to scale is a reflection of powerful societal norms about the nature of schooling. (Contains 50 references.) (MLH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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