Development of Chicago Annenberg Schools: 1996-1999. Improving Chicago's Schools. Report of the Chicago Annenberg Research Project.

Autor/inn/en	Wenzel, Stacy A.; Smylie, Mark A.; Sebring, Penny Bender; Allensworth, Elaine; Gutierrez, Tania; Hallman, Sara; Luppescu, Stuart; Miller, Shazia Rafiullah
Institution	Consortium on Chicago School Research, IL.
Titel	Development of Chicago Annenberg Schools: 1996-1999. Improving Chicago's Schools. Report of the Chicago Annenberg Research Project.
Quelle	(2001), (113 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Improvement; Educational Quality; Elementary Education; Instructional Leadership; Outcomes of Education; Parent School Relationship; Public Schools; School Community Relationship; Teacher Competencies; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Elementarunterricht; Instruction; Leadership; Bildung; Erziehung; Führung; Lernleistung; Schulerfolg; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Public school; Öffentliche Schule; Lehrkunst; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report documents development of Chicago Annenberg elementary schools from 1996-99 (the first 3 years of the Chicago Challenge), noting gains in student academic and non-academic outcomes and examining how the schools that developed got better. The Chicago Annenberg Challenge worked to improve Chicago's public schools through dramatically improved classroom practice and strengthened community relationships. Longitudinal field research and analyses of survey data indicate that Annenberg schools developed in a number of small but significant ways. They became stronger in several areas of school leadership and teacher professional community and some aspects of parent and community support and social trust. Results indicated students perceived that their teachers give them individual attention and are concerned about them. There is also evidence that teachers' use of interactive teaching methods in reading increased. Most of the development is reflected in general patterns of development citywide. Student achievement and social-psychological outcomes in Annenberg schools mirrored student outcomes across the system. Students' academic achievement improved, but student engagement and classroom behavior declined. Tables, research methodology, and survey details are appended. (Contains 80 references.) (SM)
Anmerkungen	Consortium on Chicago School Research, 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010. For full text: http://www.consortium-chicago.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC