Literaturnachweis - Detailanzeige
| Autor/inn/en | Chalupsky, Albert B.; Coles, Gary J. |
|---|---|
| Titel | The Unfulfilled Promise of Educational Innovation. |
| Quelle | (1977), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Educational Change; Educational Innovation; Elementary Secondary Education; Individualized Instruction; Longitudinal Studies; Mathematics Instruction; Program Descriptions; Reading Achievement; Socioeconomic Influences; Student Characteristics; Teacher Characteristics; Time Factors (Learning) |
| Abstract | A nationwide, longitudinal study investigated changes in student achievement in grades 1-12 associated with intensive educational innovation. Standardized reading, language, and arithmetic test scores; student and teacher background and attitudinal data; and educational characteristics underlying school programs were obtained over a three-year period. Findings showed a lack of either substantially or consistently positive associations between achievement and program-level emphasis on innovation. Relative to the sample of schools participating in the project, students enrolled in programs with a more moderate emphasis on innovation and individualization showed the greatest improvement. Younger students (those in grades 2 and 3) who achieved substantially more than expected during two consecutive years were exposed to a notably greater amount of class time per day on language arts during the second grade than were the consistent underachievers. The results suggest that educational innovation per se will not necessarily produce dramatic effects on student achievement. Educational quality is not synonymous with innovation. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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