Project on Social Architecture in Education. Final Report. Part III: Case Studies. Chapter 8: Innovation in Lakeport. Two Case Studies. College High School: A Planning Case Study. The Founding of Julius Appelbaum High School.

Autor/inn/en	Miles, Matthew B.; und weitere
Institution	Center for Policy Research, New York, NY.
Titel	Project on Social Architecture in Education. Final Report. Part III: Case Studies. Chapter 8: Innovation in Lakeport. Two Case Studies. College High School: A Planning Case Study. The Founding of Julius Appelbaum High School.
Quelle	(1978), (199 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Change Strategies; Educational Environment; Educational Improvement; Educational Innovation; Group Dynamics; Longitudinal Studies; School Planning; Secondary Education; Social Systems; Teacher Administrator Relationship; Unions; Urban Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Gruppendynamik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarbereich; Social system; Soziales System; Stadtteilbezogenes Lernen
Abstract	This document contains chapter 8 of the final report of the Project on Social Architecture in Education. Chapter 8 contains two case studies, set in a large urban district with an entrenched central office bureaucracy and a militant teachers' union. The pressures of a fiscal crisis surrounded both efforts. College High School was intended to serve inner-city students by providing a humane learning environment oriented to "basic skills and beyond." It would draw on the resources of two sponsoring organizations--the school district and a municipal college--and be sited on the campus. The design of the school began to depart from the original vision, because of bureaucratic and union constraints as well as the work style of the planners. The original hopes for Julius Appelbaum High School were to provide innovative learning experiences, linking a strong academic program, business courses, and direct work experience in the offices of the nearby financial and business community. The case is interesting for the sharp discontinuity between planning and implementation and the strong movement toward bureaucratization driven by, as the case puts it, "the key planner's neglect of substance and the key implementer's neglect of human relations." (Author/MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01