Literaturnachweis - Detailanzeige
| Autor/in | Buechler, Mark |
|---|---|
| Institution | Northwest Regional Educational Lab., Portland, OR. |
| Titel | Enhancing Equity and Accountability through Smaller Learning Communities in High Schools. Conference Proceedings (Houston, Texas, March 22-23, 2002). |
| Quelle | (2002), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Academic Standards; Accountability; Change Strategies; Community Involvement; Conferences; Educational Change; Educational Environment; High Schools; House Plan; School Effectiveness; School Restructuring; Small Schools |
| Abstract | For its sixth national conference, a national collaboration in support of school reform sharpened its focus by asking Houston Independent School District (HISD) to host the conference and serve as a "case study." HISD was an ideal subject because of a long history of addressing statewide standards-based reform and engaging in multiple reform efforts. The conference theme became high school reform, focusing on the role of smaller learning communities (SLCs) in enhancing equity and accountability in high schools. This proceedings summarizes six major sessions: overview of high school reform in Houston; open discussion on Houston's efforts; panel discussion of evidence from research and practice on achieving equity in high schools through SLCs; structured interview about strategies to engage parents and communities in high school reform; presentation on federal and state expectations for school accountability; and panel discussion on the meaning and consequences of the accountability movement. Committed to a systematic improvement process since 1990, HISD has recently focused on high school reform, with several efforts aimed at transforming large high schools into SLCs with no more than 300 students. The goal is to reduce anonymity and personalize students' learning experience. Generally, principals and teachers find that transformation is difficult but rewarding work. Educators cited challenges in scheduling and finding time for professional development. Two strong cautions about SLCs were that they do not always change classroom practices, and they may result in new forms of tracking. Nevertheless, SLCs were seen as a way to reconcile the standards-based accountability movement with educator concerns about serving every child and retaining some flexibility in judging performance. (SV) |
| Anmerkungen | For full text: http://www.nwrel.org/scpd/re-engineering/forums/proceedings2002.pdf. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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