Years of Transition: Times for Change. A Review and Analysis of Pilot Projects Investigating Issues in the Transition Years. Volume Four: Exemplary Practices in the Transition Years: A Review of Research and Theory.

Autor/inn/en	Cole, Ardra; und weitere
Institution	Ontario Ministry of Education and Training, Toronto.
Titel	Years of Transition: Times for Change. A Review and Analysis of Pilot Projects Investigating Issues in the Transition Years. Volume Four: Exemplary Practices in the Transition Years: A Review of Research and Theory.
Quelle	(1993), (219 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7778-1184-7
Schlagwörter	Leitfaden; Classroom Environment; Core Curriculum; Educational Practices; Foreign Countries; Inservice Education; Integrated Curriculum; Junior High Schools; School Administration; School Community Relationship; School Organization; School Restructuring; State Boards of Education; Student Evaluation; Transitional Programs; Canada + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Kerncurriculum; Bildungspraxis; Ausland; Berufsbegleitende Ausbildung; Sekundarstufe I; School organisation; Schulorganisation; Schulreformplan; Schulumwandlung; Schulnote; Studentische Bewertung; Kanada
Abstract	When the Ontario (Canada) Ministry of Education launched the Transition Years initiatives, it argued that certain aspects of school practice deserved special attention: student assessment, recording, and reporting practices; teacher inservice education; school and classroom organization; school-community relationships; core curriculum; curriculum integration; and student support services. The chapters in this volume describe exemplary practices in each of these areas, and in school leadership. Chapters 1 through 8 provide a review of the English language literature. Chapters 9 through 15 written in French do the same with the French language literature. When equity is considered the dominant purpose for restructuring, "destreaming" (moving toward heterogeneous student grouping) becomes the focal means. However, destreaming only creates the potential for greater equity. Without radically rethinking classroom support, teachers' beliefs and skills, and student evaluation systems, the chances of achieving greater equity are remote. Substantial changes in these and other practices are crucial to success. Transformational leadership provides a sound focus for restructuring. Transformational school leaders can help staff develop and maintain a collaborative and professional school culture, create conditions favoring teacher development, and enhance the staff's collective and individual problem-solving capacities. (MLH)
Anmerkungen	MGS Publications Services, 880 Bay Street, 5th Floor, Toronto, Ontario M7A 1N8, Canada (4 volume set: ISBN-0-7778-1180-4).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC