Literaturnachweis - Detailanzeige
| Autor/in | Moore, Donald R. |
|---|---|
| Institution | Designs for Change, Chicago, IL. |
| Titel | Chicago School Reform: The Nature and Origin of Basic Assumptions. Research and Policy Analysis Series No. 7. |
| Quelle | (1991), (73 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Access to Education; Educational Change; Educational Policy; Educationally Disadvantaged; Elementary Secondary Education; Equal Education; High Risk Students; Models; Parent Participation; School Restructuring; Standards; Urban Schools |
| Abstract | Designs for Change is a multiracial research and advocacy group with a commitment to understanding why large urban school systems fail and what can be done about it. After 5 years of study, Designs for Change reached the conclusion that parent organizing and advocacy would not be sufficient to change the problems of Chicago (Illinois) schools without a total restructuring of the school system. This paper describes why certain key choices were made about features of the Chicago restructuring strategy as Designs for Change envisioned its unfolding over 10 years. Some mechanisms through which Designs for Change believes that major improvements can be made are described. They include: enabling and encouraging school attendance and graduation; creating a decent, humane school environment; facilitating educational excellence; and analyzing policies, resource allocations, and practices that shape the quality of students' educational experiences. A Quality of Experience Model is proposed. It takes the position that students have a right to specific types of day-to-day educational experiences and that these experiences must be equally available to the full range of students, including those at risk who have historically been shortchanged by the educational system. Features of the model and standards for its application are outlined. Ten tables present major points of the discussion. (Contains 73 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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