A Foundation for Science Learning

Autor/in	Nightengale, Miriam
Titel	A Foundation for Science Learning
Quelle	In: Principal Leadership, 11 (2011) 8, S.44-46 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	High Schools; Graduation Rate; Science Instruction; Relevance (Education); Secondary School Science; Public Schools; Urban Schools; Minority Group Children; Educational Improvement; Administrator Role; Principals; Academic Achievement; New York + Suchen Sie Ihr Suchwort? High school; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Relevance; Relevanz; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching improvement; Unterrichtsentwicklung; Principal; Schulleiter; Schulleistung
Abstract	Making stronger and more meaningful connections among curriculum, instruction, and assessment results in higher levels of student achievement. That is easy to say but challenging to implement. Such connections were largely missing from the High School for Law, Advocacy and Community Justice, a small public high school (500 students) in New York City, where most of the students are Black or Hispanic and 85% of them are eligible to receive Title I services. The High School for Law, Advocacy and Community Justice is one of six schools created in 2002 after the breakdown of a large comprehensive high school that was plagued with persistent failure. This article describes how the school has consistently improved over the last four years, and how its graduation rate rose from less than 50% in 2007 to more than 80% in 2010. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10