Becoming an Accelerated Middle School: Initiating School Culture Change.

Autor/in	Finnan, Christine
Titel	Becoming an Accelerated Middle School: Initiating School Culture Change.
Quelle	(1992), (201 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged Youth; Educational Change; Educational Environment; Ethnography; High Risk Students; Hispanic American Students; Hispanic Americans; Inner City; Junior High School Students; Junior High Schools; Middle Schools; Pilot Projects; Program Evaluation; Program Implementation; School Culture; School Restructuring; Teacher Expectations of Students; Urban Schools + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnografie; Problemschüler; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Schulkultur; Schulleben; Schulreformplan; Schulumwandlung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	An ethnographic study was conducted of the first year of implementation of the Accelerated Schools Project in a pilot middle school. The interaction between intervention and the existing school culture is studied through multiple interviews with teachers, support staff, administrators, students, and parents as well as observation and review of relevant documents. The goals of the Accelerated Schools Project are to raise expectations for students in high-risk situations and to move decision making about curriculum, instruction, and organization of schools to the school level. Calhoun Middle School is an inner-city school in California with a largely Hispanic population. The Accelerated Schools philosophy and process were implemented in the school. The inquiry process of implementation and the five cadres established to study instruction, culture, student interaction, family involvement, and curriculum are reviewed. Primary changes observed in the first year were related to staff, administration, and school organization. Problems in the process, including the state fiscal crisis, are described; and factors that kept the effort alive are detailed. An epilogue sketches the second project year. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC