A Case Study of a Turnaround High School: An Examination of the Maryland State Department of Education Breakthrough Center Intervention

Autor/inn/en	Galindo, Claudia; Stein, Kathleen; Schaffer, Eugene
Titel	A Case Study of a Turnaround High School: An Examination of the Maryland State Department of Education Breakthrough Center Intervention
Quelle	In: Journal of Education for Students Placed at Risk, 21 (2016) 4, S.208-229 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2016.1220307
Schlagwörter	School Turnaround; Academic Achievement; Intervention; Teacher Attitudes; Sustainability; Educational Experience; Observation; State Departments of Education; Educational Improvement; Achievement Gains; Outcomes of Education; Case Studies; High Schools; Secondary School Students; Urban Education; Public Schools; Institutional Characteristics; Mixed Methods Research; Semi Structured Interviews; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Schulleistung; Lehrerverhalten; Nachhaltigkeit; Bildungserfahrung; Beobachtung; Kultusministerium; Teaching improvement; Unterrichtsentwicklung; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; High school; Oberschule; Sekundarschüler; Stadtteilbezogenes Lernen; Public school; Öffentliche Schule
Abstract	This study examined the Maryland State Department of Education Breakthrough Center (BTC) engagement in a Baltimore City turnaround high school. Utilizing a case-study design and mixed-methods research, data were collected through interviews, informal observations, and review of administrative and achievement documents. Beginning in the 2011-2012 academic year, the BTC has been working in collaboration with school personnel to improve the educational experiences and academic achievement of students. School personnel recognized that the BTC has been responsive to teachers' requests and has exhibited a flexible approach building collaborative and nonevaluative relations. Administrative and achievement data also indicated improvement in school outcome measures during the past 3 years. Nevertheless, school faculty also identified important challenges of the BTC intervention, such as the relevance of this intervention for veteran teachers, the extent to which the needs of all student populations were met, and the sustainability of the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01