Changing Mental Frameworks: One High School's Success through a Triad Partnership.

Autor/inn/en	Fuentes, Nancy; und weitere
Institution	Southwest Educational Development Lab., Austin, TX.
Titel	Changing Mental Frameworks: One High School's Success through a Triad Partnership.
Quelle	3 (1994) 2, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Attitude Change; Change Strategies; Educational Change; High Risk Students; High Schools; Improvement Programs; Juvenile Gangs; Mexican American Education; Parent School Relationship; School Restructuring; Staff Development + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Lösungsstrategie; Bildungsreform; Problemschüler; High school; Oberschule; Effizienzsteigerung; Jugendbande; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulreformplan; Schulumwandlung; Personnel development; Personalentwicklung
Abstract	In 1992 the Texas Education Agency selected 83 schools to participate in its Partnership Schools Initiative (PSI), which had the goals of improving outcomes for students and closing the performance gaps among various student groups. The schools were allowed flexibility in the process used to achieve these goals. One of the partnership schools, Pharr-San Juan-Alamo High School (PSJA), was chosen for a case study of school reform. At PSJA, low-income students make up 80 percent of the student population, 98 percent of whom are Hispanic. A large school near the Mexican border, PSJA was experiencing transitions and overcrowding. The school's improvement plan utilized a three-pronged approach: change staff's mental frameworks through monthly staff development sessions, heighten students' attitudes and expectations through retreats and workshops, and improve parents' understanding of their role in children's learning through parenting classes and workshops. Lessons learned about the school improvement process are: (1) even a large staff can be involved in developing a school improvement plan; (2) professional development has a greater impact when provided to the faculty as a whole; (3) communicating a school vision to staff development providers can aid in developing a shared vision in a large school; (4) reflection and critical inquiry are important components of staff development; (5) the changing of attitudes is a worthwhile goal; and (6) a principal's assistance and flexibility can help compensate for scarce resources. Also discussed are impediments to school improvement (poor working conditions, rigid fiscal policies, and lack of teacher monitoring) and benefits of the PSI triad approach--a collaboration among schools, regional education service centers, and the state education agency. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC