Literaturnachweis - Detailanzeige
| Autor/in | Kiger, Derick M. |
|---|---|
| Titel | Using Parent Perceptions to Help Shape School Reform: The Case of a High Schools Alternative Learning Schedule |
| Quelle | In: Planning and Changing, 34 (2003) 3-4, S.132-152 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0032-0684 |
| Schlagwörter | Feedback (Response); Block Scheduling; Professional Development; School Restructuring; Educational Change; School Policy; Public Education; Teaching Methods; Parent Attitudes; High Schools; Wisconsin |
| Abstract | Parents comprise a key stakeholder group of public education that can exert significant influence over school policy, budget, and instructional decisions. Restricting this group's participation in school reform jeopardizes the success of any innovation, no matter how promising. This may be occurring with block scheduling. This research describes the parental perspective of a Wisconsin high school's modified 4x4 block schedule after first-year implementation to help shape and sustain educational reform. Findings show that parents were divided about the move to block scheduling. The improvement feedback offered by parents implicates a need to strengthen the connections among block scheduling, professional development, and instructional practices. (Contains 2 figures and 7 tables.) (ERIC). |
| Anmerkungen | Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
