Student Success the Way They Need It: Powerful School Change

Autor/in	Ford, Donna
Titel	Student Success the Way They Need It: Powerful School Change
Quelle	In: Phi Delta Kappan, 90 (2008) 4, S.281-284 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Student Needs; Public Schools; Community Schools; Student Improvement; Educational Improvement; Foreign Countries; Academic Achievement; Educational Change; Evaluation; Canada (Toronto) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Community school; ; Gemeindeschule; Gemeinschaftsschule; Teaching improvement; Unterrichtsentwicklung; Ausland; Schulleistung; Bildungsreform; Evaluierung
Abstract	School leaders who want success for all students know that it does not come easily. Getting to what activates student improvement often requires a major unearthing of beliefs about instruction and leadership practices. Such inquiry can help schools realize that their current ways of working are not meeting student learning needs and that practices need to change. In this article, the author features Johnsview Village Public School, a small community school near Toronto, Ontario which experienced such a change and, as a result, managed a steady, incremental rise in reading, writing, and mathematics. Johnsview experienced significant student learning improvements in reading, writing, and mathematics because of teachers' work to analyze data, learning new literacy strategies, and a case management approach to focusing on the needs of struggling learners. For Johnsview Village Public School, there is ongoing work to create school practices that respond to the current student needs, without delay. (Contains 8 endnotes.) (ERIC).
Anmerkungen	Phi Delta Kappa International. 408 North Union Street, P.O. Box 789, Bloomington, IN 47402-1789. Tel: 800-766-1156; Fax: 812-339-0018; e-mail: orders@pdkintl.org; Web site: http://www.pdkintl.org/publications/pubshome.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10