Getting down to the Core: The Chicago School District Takes an "Intentional Approach" to High School Courses

Autor/in	Gewertz, Catherine
Titel	Getting down to the Core: The Chicago School District Takes an "Intentional Approach" to High School Courses
Quelle	In: Education Week, 26 (2006) 13, S.26-29 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Secondary School Curriculum; Instructional Development; Holistic Approach; Educational Change; Teaching Methods; Instructional Materials; Grade 9; High Schools; Mathematics Curriculum; English Curriculum; Teacher Education; Urban Education; Science Curriculum; Peer Teaching; Illinois + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Holistischer Ansatz; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; School year 09; 9. Schuljahr; Schuljahr 09; High school; Oberschule; Lehrerausbildung; Lehrerbildung; Stadtteilbezogenes Lernen; Peer group teaching; Peer Group Teaching
Abstract	This article discusses an instructional development system called "holistic" approach, a strategy to improve high school education in Chicago. The initiative includes new curriculum materials, aligned to district standards, as well as assessments and ongoing teacher coaching and training that are designed for the curriculum. The design reflects the district's attempt to: (1) Provide the right balance of course structure and support for teachers; (2) Give teachers all the tools they need to do their jobs well using proven approaches, designed by experts to meet district standards; (3) Make coaching and professional development concrete, practical, and flexible to meet teachers' needs; (4) Include support for principals to handle implementation and school improvement; (5) Ensure the program is compatible with the needs of students in special education and English-language learners; and (6) Use proven approaches, designed by experts, to meet district standards. Though the initiative has its skeptics and critics, more than a few people are giving it a warm welcome, particularly its pairing of strong curriculum with in-depth, ongoing teacher training. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10