Bucking the Trends: Promoting Successful Urban Education.

Autor/in	Mortimore, Peter
Titel	Bucking the Trends: Promoting Successful Urban Education.
Quelle	(1991), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Developed Nations; Disadvantaged Youth; Early Childhood Education; Educational Environment; Educational Improvement; Educational Trends; Elementary Secondary Education; Foreign Countries; Parent Participation; Poverty; School Business Relationship; School Community Relationship; School Effectiveness; School Restructuring; Urban Education; Urban Problems; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Developed countries; Industriestaat; Industrieland; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Bildungsentwicklung; Ausland; Elternmitwirkung; Armut; Schuleffizienz; Schulreformplan; Schulumwandlung; Stadtteilbezogenes Lernen; Großbritannien
Abstract	The main trends in urban education, particularly in England and the United Kingdom, are reviewed and analysed, along with descriptions of a series of projects and interventions. In particular, the paper: reviews the relevant research evidence about the current state of urban education; considers the scope for change; reports on worthwhile initiatives from the United Kingdom and other countries; and recommends steps to promote successful urban education. In many of the developed countries of the world, urban education is seen predominantly as a major problem, characterized by unsatisfactory attendances, patchy standards, and high underachievement and dropout rates. Scope for "bucking" these trends is limited by the impact of poverty and disadvantage and the structure of some aspects of the current educational system. Having discussed these limitations, the paper then goes on to discuss possible opportunities, reviewing early childhood programs, ways of improving classroom practice, ways of improving school management and organization, innovative school programs, school-linked projects, and creation of new learning environments. This review shows that: (1) programs for children under 5 years old are clearly worth investment; (2) the structure of the learning environment appears important at both primary school and secondary school levels; (3) links with parents, the community, and business are important; and (4) some innovative programs such as reading recovery and the cognitive acceleration in science project deserve close attention. Includes 34 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC