Literaturnachweis - Detailanzeige
| Autor/inn/en | Wilson, Jane H.; Keedy, John L. |
|---|---|
| Titel | Emerging Patterns of School-Level and Classroom-Level Changes in Restructuring Schools. |
| Quelle | (1991), (40 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Change Strategies; Classroom Techniques; Cognitive Development; Educational Change; Educational Innovation; Elementary Secondary Education; Organizational Change; School Based Management; School Restructuring; Teacher Student Relationship |
| Abstract | Based on the assertion that significant school restructuring depends on the maximization of student cognitive development, this paper examines emerging patterns of change in restructuring schools at the school and classroom levels. The first part defines school restructuring and explains the premise of student cognitive development. The second part describes the organizational practices that are advocated by national restructuring coalitions and related student-centered coalitions, such as Foxfire, Coalition of Essential Schools, Open School Concepts, League of Professional Schools, the Carnegie Council on Adolescent Development (CCAD) Middle School Concepts, and the Association of Supervision and Curriculum Development (ASCD) Consortium. Examples of classroom practices that change student/teacher relationships are identified in the third part. A conclusion is that restructuring success requires support at state, federal, community, and business levels. Two tables are included. The appendix contains possible survey questions. (69 references) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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