What We Know and Don't Know about Improving Low-Performing Schools

Autor/in	Duke, Daniel L.
Titel	What We Know and Don't Know about Improving Low-Performing Schools
Quelle	In: Phi Delta Kappan, 87 (2006) 10, S.729-734 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Federal Legislation; Institutional Evaluation; Low Achievement; Underachievement; Educational Improvement; Success; Industrial Psychology; Tutors; Cooperating Teachers; Information Technology; Decision Making; Instructional Leadership; Institutional Environment; Faculty Development; Achievement Tests; Curriculum; Educational Assessment; Teacher Expectations of Students; Parent Participation; Scheduling; Virginia + Suchen Sie Ihr Suchwort? Bundesrecht; Unterdurchschnittliche Leistung; Performance deficiency; Leistungsschwäche; Teaching improvement; Unterrichtsentwicklung; Erfolg; Betriebspsychologie; Industriepsychologie; Förderlehrer; Lehrender; Tutor; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Informationstechnologie; Decision-making; Entscheidungsfindung; Instruction; Leadership; Bildung; Erziehung; Führung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Curricula; Lehrplan; Rahmenplan; Education; assessment; Bewertungssystem; Elternmitwirkung; Disposition
Abstract	Recent studies of turnarounds of low-performing schools have focused on the factors that made their successes possible. The author of this article realizes that it would also be valuable to look at what made the schools decline in the first place and the factors that might hinder their transformation. He focuses on some of the aspects of the school turnaround process for which more research is needed if the promise of No Child Left Behind is to be fulfilled. He also discusses some of the aspects of low-performing schools and the school improvement process that require closer scrutiny. (Contains 9 endnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10