Beyond Changing Culture in Small High Schools: Reform Models and Changing Instruction with Project-Based Learning

Autor/in	Ravitz, Jason
Titel	Beyond Changing Culture in Small High Schools: Reform Models and Changing Instruction with Project-Based Learning
Quelle	In: Peabody Journal of Education, 85 (2010) 3, S.290-312 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Educational Change; School Restructuring; Small Schools; High Schools; School Culture; Active Learning; Student Projects; Secondary School Teachers; National Surveys; Teacher Attitudes; Student Attitudes; United States + Suchen Sie Ihr Suchwort? Bildungsreform; Schulreformplan; Schulumwandlung; School; Schools; Schule; High school; Oberschule; Schulkultur; Schulleben; Aktives Lernen; Schulprojekt; Lehrerverhalten; Schülerverhalten; USA
Abstract	This study describes the status of small school reforms in U.S. high schools and contemplates their future. It asks how cultural and instructional reforms differ across school reform types. Analyses focus on indicators of teacher and student culture as well as instructional reforms including project-based learning (PBL) and other inquiry-related practices. Findings are based on data from a national survey completed by 395 high school teachers who were responsible for and had used PBL in core academic subjects. Study participants taught in large, comprehensive high schools; in schools that had converted to small learning communities; and in newly created small school start-ups. Some of these small schools and conversions were based on a reform model, and others were not. Teachers in reform model schools reported the greatest number of cultural and instructional reforms, followed by teachers in other small schools. Reform models were particularly strong on instructional reforms and student culture. In general, start-up teachers reported more success implementing reforms than teachers in conversion schools, and teacher culture was reformed much more often than student culture and instruction. These findings help shed light on how widely practices and conditions have spread throughout the broader small schools movement, and which of these (including extensive PBL use) only seem to flourish in schools that subscribe to a holistic reform model. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10