Developing a Mid-Range Theory To Make Sense of Scaling-Up School Reform: A Cross-Site Case Study of Chicago Public Schools.

Autor/inn/en	Mead, James V.; Simon, Stacy
Titel	Developing a Mid-Range Theory To Make Sense of Scaling-Up School Reform: A Cross-Site Case Study of Chicago Public Schools.
Quelle	(1996), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Case Studies; Educational Change; Educational Theories; Elementary Secondary Education; Fractals; Outcomes of Education; Public Schools; School Restructuring; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Case study; Fallstudie; Case Study; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Schulreformplan; Schulumwandlung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper reports the results from a cross-case analysis of a series of individual case studies in "successful" Chicago (Illinois) schools. Success was defined as demonstrating learning gains in student assessments. Taking this output approach, researchers confirmed the frequently reported findings from reform process case studies that successful schools create, maintain, and communicate a vision with an educational focus in the "steady work" fashion. Furthermore, these successful school used a process of local adaptation to make reform efforts fit into their environment. These are significant findings in that they replicate findings normally attributed to case studies that examine a singular reform effort or process. It is argued that these findings and backward mapping theory lead to the consideration of the output of reform, rather than its processes, as the appropriate target for future mid-level or system-wide theory development. The paper concludes with some speculation about using fractal modeling techniques to simulate reform output over large-scale systems. (Contains 1 figure and 22 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC