Literaturnachweis - Detailanzeige
| Autor/inn/en | Midgley, Carol; Maehr, Martin L. |
|---|---|
| Institution | National Center for School Leadership, Urbana, IL.; Michigan Univ., Ann Arbor. School of Education. |
| Titel | A Theory-Based Approach to Restructuring Middle Level Schools. |
| Quelle | (1992), (35 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Educational Change; Educational Environment; Junior High School Students; Junior High Schools; Middle School Students; Middle Schools; Organizational Development; Participative Decision Making; School Restructuring; Theory Practice Relationship |
| Abstract | This paper describes the implementation of a reform program in a middle school located in a relatively large school district in southeastern Michigan. First, an integrative theory is presented as a promising framework for reforming middle-grade schools. The theory was developed within a social-cognitive framework that emphasizes the importance of students' interpretation of the goals that are dominant in an achievement setting. School policies and practices influence whether task-focused and/or ability-focused goals are perceived by students. A task focus is associated with optimal motivation and use of effective learning strategies. Unfortunately, a task focus becomes less common, and a focus on relative ability becomes more common when students move to middle-grade schools. To illustrate how this theory can be used in restructuring efforts, experiences of working with a team of leaders in a middle school are described. The school leadership team examined and changed school policies and practices, which promoted a school focus on learning and task mastery, rather than on performance and relative ability. Three tables are included. (Contains 83 references.) (LMI) |
| Anmerkungen | National Center for School Leadership, University of Illinois at Urbana-Champaign, 1208 W. Springfield, Urbana, IL 61801 ($8). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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