Literaturnachweis - Detailanzeige
| Autor/inn/en | Scharff, Helen A.; DeAngelis, Deirdre A.; Talbert, Joan E. |
|---|---|
| Titel | Starting Small for Big School Improvement |
| Quelle | In: Principal Leadership, 10 (2010) 8, S.58-61 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1529-8957 |
| Schlagwörter | Educational Improvement; Educational Change; Achievement Gap; Secondary School Teachers; Teacher Collaboration; Teamwork; Models; Action Research; Educational Environment; High Schools; Grade 9; New York |
| Abstract | In the Scaffolded Apprenticeship Model (SAM), a school improvement strategy in place in New York City; Boston, Massachusetts; and Oakland, California, teacher teams improve their schools by studying and closing high-leverage learning gaps for small groups of struggling students as a strategy for systemic change. SAM's goal is for each school to continually expand its sphere of success--that is, the number of students for whom current practices are working. SAM's strategy is for teams to study the school in microcosm--specifically, for them to identify and close specific skill gaps for struggling students, understand how schoolwide learning conditions allowed those gaps to persist, and make strategic improvements to schoolwide learning conditions that will benefit all students. This article describes the SAM model and discusses how New Dorp High School in Staten Island, New York, has participated in SAM to produce dramatic, steady improvement in student outcomes and to foster a culture of continual, evidence-based improvement. The school provides a stunning example of using SAM. (ERIC). |
| Anmerkungen | National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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