How School Reform and a School/University Partnership Contributed to Curriculum Change.

Autor/inn/en	Karr, Jo Ann; und weitere
Titel	How School Reform and a School/University Partnership Contributed to Curriculum Change.
Quelle	(1994), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Curriculum Development; Educational Assessment; Educational Change; Educational Innovation; Elementary Education; Financial Support; Higher Education; Hispanic Americans; Instructional Leadership; Middle Schools; Partnerships in Education; Performance Based Assessment; Professional Education; School Restructuring; Teacher Attitudes; Teacher Education; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Bildungsreform; Instructional innovation; Bildungsinnovation; Elementarunterricht; Finanzielle Förderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Instruction; Leadership; Bildung; Erziehung; Führung; Middle school; Mittelschule; Mittelstufenschule; Hochschulpartnerschaft; Leistungsermittlung; Berufsausbildung; Schulreformplan; Schulumwandlung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	At Mozart Elementary School, a predominantly Latino pre-kindergarten through grade 8 Professional Development School in Chicago that is linked with Northeastern Illinois University, the upper grades have been transformed in a way that has proven beneficial to the students and the university's teacher candidates. Frustrated with their inability to pool their professional skills and problems, the teachers began a process of innovation that created a middle school within the school, with curriculum changes that include thematic unit projects, interdisciplinary approaches, performance-based assessment with redesigned report cards, and service to the community as part of the curriculum. Five circumstances that made this transformation possible are: (1) teacher dissatisfaction with the status quo; (2) well-informed and up-to-date internal leadership; (3) bureaucratic support for change; (4) funding from the State Board of Education; and (5) university partnership. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC