Literaturnachweis - Detailanzeige
| Autor/in | Raywid, Mary Anne |
|---|---|
| Institution | Center on Organization and Restructuring of Schools, Madison, WI. |
| Titel | The Subschools/Small Schools Movement--Taking Stock. |
| Quelle | (1995), (63 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Decentralization; Educational Change; Effective Schools Research; Elementary Secondary Education; Institutional Autonomy; Organizational Change; School Effectiveness; School Organization; School Restructuring; School Size; Small Schools |
| Abstract | Today, the division of large schools into subschools or subunits is often recommended as the answer to a number of problems in education. This paper examines the several forms of school-downsizing efforts and the somewhat diverse purposes for which they are being established. The data come from a review of literature and an evaluation of 22 schools-within-schools and small schools. The paper describes the downsizing activities in New York, Philadelphia, and Chicago and identifies four distinct types, each with varying degrees of separateness and autonomy--a house plan, a mini-school, a school-within-a-school, and a small school. The impacts of downsized structures on students and schools are described. Critics, particularly Coalition of Essential Schools researchers, argue that school downsizing is costly, creates divisiveness and inequitable grouping, and contradicts effective-schools strategies. The paper concludes that reducing the size of schools can increase student participation, reduce dropout rates, enhance academic achievement, and enhance teacher efficiency. Such success depends in large part on the extent to which the small schools concept has been adopted in principle and implemented. Those units designed so as to permit them to become separate, autonomous, distinctive entities have a much better chance than those that have not been. Downsizing stimulates the move toward personalized, communal schools and may be needed to restore conditions that allow human beings to function as engaged and committed agents in their own and others' education. Finally, it appears that downsizing may be necessary so that schools can begin implementing school-improvement strategies. On the other hand, some of the problems associated with downsizing are unknown and have yet to surface. One apparent frustration is the demands that the effort makes on teachers. Two figures are included. (Contains 142 refernces.) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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