A National Survey of Systemic School Restructuring Experiences.

Autor/inn/en	Norris, Catherine A.; Reigeluth, Charles M.
Titel	A National Survey of Systemic School Restructuring Experiences.
Quelle	(1991), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Change Strategies; Curriculum Development; Educational Change; Educational Improvement; Elementary Secondary Education; National Surveys; School Restructuring; Student Responsibility; Teacher Role + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Schulreformplan; Schulumwandlung; Lehrerrolle
Abstract	The major purposes of the School Improvement Resources Inquiry USA project (SIRIUS-A project) are to identify schools throughout the country, that are restructuring; to identify the kinds of structural changes being implemented; and to identify the kinds of change processes being used to plan and implement the restructuring. Some of the 62 schools identified that have initiated systemic restructuring seemed to base their restructuring on a connected, underlying theme. Descriptions of restructuring experiences in five schools focus on their systemic and theme-based elements: (1) The Saturn School of Tomorrow (St. Paul, Minnesota, grades 4-7), "High-Tech, High-Teach, and High-Touch," and mastery learning; (2) Skowhegan Area Middle School (Skowhegan, Maine), a "collegial/team approach to change"; (3) Narragansett School (Gorham, Maine, elementary), the school as a center of inquiry and children's development as learners; (4) Mark Twain Elementary School (Littleton, Colorado), "The Peak Performance School," with major changes in curriculum and assessment, the organization of teacher teams, and use of differentiated staffing; and (5) Bloomfield Hills Schools (Bloomfield Hills, Michigan), a Model High School with extensive changes in the use of time, the role of teachers, and assessment. General trends in restructuring based on the nationwide sample include teacher collaboration; heterogeneous grouping; continuous progress/ungraded curriculum; integrating disciplines/integrated learning; personal student development; mastery learning; building a democratic school community; and linking of schools, homes, and community agencies. Three differences between systemic restructuring and past reforms are noted: systemic change, integrating themes, and changes based on the needs and values of the community. (3 references) (BBM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC