Literaturnachweis - Detailanzeige
| Autor/in | Pardini, Priscilla |
|---|---|
| Titel | Higher Expectations Challenge Teachers and Students to Succeed |
| Quelle | In: Journal of Staff Development, 28 (2007) 4, S.10-13 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0276-928X |
| Schlagwörter | Teacher Expectations of Students; Academic Achievement; Success; High Schools; Public Schools; Educational Improvement; Educational Innovation; Student Motivation; Educational Environment; Secondary School Curriculum; Relevance (Education); Faculty Development; Classroom Techniques |
| Abstract | Ten years ago, Atlanta's Henry W. Grady High School evoked dual, conflicting images. After almost a decade as a High Schools That Work (HSTW) site, Grady is recognized not only as Atlanta's most successful public high school, but also as a Title I Distinguished School, a Southern Regional Education Board Gold Award winner, and a Georgia School of Excellence. What's more, the school now offers a second magnet program through its Health Science Career Academy. This article describes how a 1997 HSTW curriculum and instruction review that spelled out the school's strengths and weaknesses helped it become successful and innovative. Grady is one of 1,200 high schools and 300 middle schools that have adopted the HSTW school improvement design. HSTW is based on two principles: that students "get smart through effort," and that they are more likely to make that effort "if they get the conditions for learning right." Those conditions include a rigorous curriculum that makes sense to students and convincing students that their teachers believe they are capable of performing at high levels. Staff development is key to getting staff members at HSTW sites to integrate high expectations into classroom practices and encourage students to apply academic content and skills to real-world problems. HSTW staff development, while often site-specific and based on a school's individual needs, also includes a number of common components. The initial step is usually a two-day retreat at which a school's administrators and teachers look critically at the extent to which their practices are aligned with HSTW practices. (ERIC). |
| Anmerkungen | National Staff Development Council. 5995 Fairfield Road Suite #4, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org/news/jsd/index.cfm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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