Power Failure: Must U.S. School Reform Miss the Mark?

Autor/in	Clabaugh, Gary K.
Titel	Power Failure: Must U.S. School Reform Miss the Mark?
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 73 (2008) 5, S.59-62 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Stellungnahme; School Restructuring; Family Life; Educational Change; Family Influence; Social Indicators; Functional Behavioral Assessment; Change Strategies + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bildungsreform; Social indicator; Sozialer Indikator; Lösungsstrategie
Abstract	For decades, both state and national officials have complained that U.S. school children are not learning as much as they should, and these critics typically presuppose that the problem is school based. They are, in a sense, fixating on one element of a complex system, while ignoring the fact that the problem might be caused by external factors. Frontline teachers know that what goes on outside school either limits or enhances school success. Nonschool factors matter greatly, and a child's home life is a key element in school success or failure. In this article, the author points out that nonschool issues will have to be addressed to achieve significantly more learning. He asserts that public schooling does not operate in a vacuum. It is deeply and ineluctably influenced both by who goes to school and by what they bring along as "baggage." (ERIC).
Anmerkungen	Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10