Literaturnachweis - Detailanzeige
Autor/inn/en | Gallagher, H. Alix; Jordan, Danielle; Cottingham, Benjamin W.; O'Meara, Kiley; Faw, Leah |
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Institution | Stanford University, Policy Analysis for California Education (PACE) |
Titel | Engaging Schools to Improve Ninth-Grade Outcomes: CORE's Approach |
Quelle | (2023), (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Educational Improvement; Grade 9; Models; Transitional Programs; Evidence Based Practice; Outcomes of Education |
Abstract | Busy educators are often faced with a dilemma--staying up to date with evidence-based practices and initiatives that support their professional growth while combating a constant barrage of superficial ideas from other contexts. Continuous improvement approaches to change offer methods for testing new ideas and adapting them to local contexts. If seen as add-ons to educators' roles, however, these approaches are unlikely to yield deep engagement and sustained improvement. This practice brief explains the CORE Districts' five-driver model, a modified approach that deepened educators' ownership of the work and positioned schools to sustain improvement over time. (As Provided). |
Anmerkungen | Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |