Poverty, Performance, and Frog Ponds: What Best-Practice Research Tells Us about Their Connections

Autor/inn/en	Angelis, Janet I.; Wilcox, Kristen C.
Titel	Poverty, Performance, and Frog Ponds: What Best-Practice Research Tells Us about Their Connections
Quelle	In: Phi Delta Kappan, 93 (2011) 3, S.26-31 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Poverty; Academic Achievement; Immigrants; Institutional Characteristics; Teacher Administrator Relationship; Prediction; Administrator Responsibility; Teacher Responsibility; Rural Schools; Suburban Schools; Educational Research; Decision Making; Educational Administration + Suchen Sie Ihr Suchwort? Armut; Schulleistung; Immigrant; Immigrantin; Immigranten; Vorhersage; Lehrverpflichtung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Bildungsforschung; Pädagogische Forschung; Decision-making; Entscheidungsfindung; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Having studied schools in the past eight years that have high concentrations of students living in poverty, but who consistently exceed the performance of similarly impoverished schools, the authors conclude that such higher-performing schools share common characteristics setting them apart. The three most essential are: Teachers, administrators, and staff collaborate and share responsibility; they make decisions based on a variety of evidence; and their vision of success includes high-poverty students achieving beyond predicted levels. The similarities hold whether the schools are located in urban, rural, or suburban areas, are large or small, or whether their students are native born or recent immigrants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10