Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study

Autor/inn/en	Datnow, Amanda; Borman, Geoffrey D.; Stringfield, Sam; Overman, Laura T.; Castellano, Marisa
Titel	Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study
Quelle	In: Educational Evaluation and Policy Analysis, 25 (2003) 2, S.143-170 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737025002143
Schlagwörter	Language Minorities; School Restructuring; Multicultural Education; Multilingualism; Bilingual Education Programs; Educational Change; Minority Groups; Limited English Speaking; Academic Ability; Cultural Influences; Longitudinal Studies; Elementary Schools; State Government; Local Government; School Districts; Academic Achievement; Program Implementation; Teacher Attitudes; Comparative Analysis; Program Effectiveness; Public Schools; Racial Differences + Suchen Sie Ihr Suchwort? Sprachminderheit; Schulreformplan; Schulumwandlung; Multikulturelle Erziehung; Mehrsprachigkeit; Multilingualismus; Bildungsreform; Ethnische Minderheit; Cultural influence; Kultureinfluss; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule; Bund-Länder-Beziehung; Gemeindeverwaltung; School district; Schulbezirk; Schulleistung; Lehrerverhalten; Public school; Öffentliche Schule; Rassenunterschied
Abstract	This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually supportive ways; others had difficulty adapting reforms to suit the needs of Limited English Proficient (LEP) students. Reforms generally helped educators meet goals for multicultural education, but in some cases, educators' beliefs about student ability, race, and language served as constraints to reform. Students from CSR schools had achievement outcomes that were generally equivalent to those for students from matched comparison schools. Under some circumstances, though, LEP students and their English-speaking peers from CSR schools outperformed their comparison school counterparts. (Contains 6 tables and 10 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10