Literaturnachweis - Detailanzeige
| Autor/inn/en | Housman, Naomi G.; Martinez, Monica R. |
|---|---|
| Institution | National Clearinghouse for Comprehensive School Reform, Washington, DC. |
| Titel | Preventing School Dropout and Ensuring Success for English Language Learners and Native American Students. CSR Connection. |
| Quelle | (2002), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Accountability; American Indian Education; Conferences; Curriculum Development; Diversity (Student); Educational Improvement; Educational Needs; Elementary Secondary Education; Family School Relationship; Limited English Speaking; Partnerships in Education; Policy Formation; School Community Relationship; Teacher Education |
| Abstract | This Spring 2002 issue of the occasional paper, CSR Connection, reports on information that builds the capacity of schools to raise the academic achievement of all students. The success of English language learners and Native American students in U.S. public schools has been, and continues to be, impeded by deep "disconnects" between schools and students' families and communities. Effective strategies to address these disconnects were the focus of a regional forum in Albuquerque, New Mexico, in June 2001. Policymakers, researchers, and practitioners made the case that these disconnects persist because the educational system was designed for a mainstream middle-class student, and its policies and practices have not changed or been adapted to serve the needs of culturally and linguistically diverse students. Participants called for policy and practice to transform school systems so that their relationships with families and communities become more responsive, collaborative, and student-centered. Forum participants identified key issues and effective strategies for building connectivity in four areas: connecting students with an academically rigorous curriculum that is culturally and socially relevant; connecting teachers with the knowledge, skills, and professional environment they need to be effective in linguistically and culturally diverse environments; making all levels of the system accountable for student success; and connecting schools and families in collaborative partnerships. Although a broad range of effective strategies was provided, participants emphasized that deeply entrenched patterns of school failure present a complex problem requiring comprehensive changes at every level. (Contains a glossary, a list of participants, and 13 resource Web sites.) (SV) |
| Anmerkungen | For full text: http://www.goodschools.gwu.edu/pubs/annual/csrconpsd02.pdf. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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