Literaturnachweis - Detailanzeige
| Autor/inn/en | Picucci, Ali Callicoatte; Brownson, Amanda; Kahlert, Rahel; Sobel, Andrew |
|---|---|
| Institution | Texas Univ., Austin. Charles A. Dana Center. |
| Titel | Driven To Succeed: High-Performing, High-Poverty, Turnaround Middle Schools. Volume I: Cross-Case Analysis of High-Performing, High-Poverty, Turnaround Middle Schools. |
| Quelle | (2002), (70 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Case Studies; Educational Environment; Educational Improvement; Faculty Development; Low Achievement; Middle Schools; Poverty; School Effectiveness; State Government; Teacher Collaboration; Teacher Expectations of Students |
| Abstract | This study investigated how seven high-poverty middle schools demonstrated strong academic improvement so they were performing at levels consistent with, and often better than, higher-income schools in their states. Schools ranged in enrollment from 291-1,010 and represented several community types and ethnic groups. Among the characterisitics common to the seven middle schools profiled in this study: at least 50 percent of students participated in free or reduced-price lunch programs; schools' average achievement scores were at or above the state averages in mathematics and reading; schools showed a strong growth rate in reading and mathematics for at least a three-year period; schools were public, non-charter, and non-magnet (open enrollment)schools. Data collection involved interviews with administrators, teachers, staff, community members, parents, and central office administrators; focus groups with teachers, students, and parents; observations; school documentation; and teacher surveys. What differentiated these schools from demographically similar schools were conscious efforts by staff to understand school contexts and work proactively to raise all students' performance. Four characteristics emerged as essential to supporting teaching and learning: high expectations for all students; dedication to collaborative environments; commitment to supporting teaching and learning through implementation of thoughtful organizational structures and building the capacity of the system; and attention to individual students and provision of extra services and supports beyond those traditionally offered by schools. Each school understood how school improvement was affected by the larger surrounding context; intentionally and thoughtfully implemented elements leading to improvement; and used different approaches to improvement. (Contains 39 references.) (SM) |
| Anmerkungen | University of Texas at Austin, Charles A. Dana Center, 2901 North IH-35, Suite 3.200, Austin, TX 78722-2348. Tel: 512-471-6190; Fax: 512-471-6193; Web site: hhtp://www.utdanacenter.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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