Systemic school reform: A case study of the Accelerated schools process
Başlık çevirisi mevcut değil.
- Tez No: 400781
- Danışmanlar: DR. KEITH HILLKIRK
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1997
- Dil: İngilizce
- Üniversite: Ohio University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 327
Özet
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Özet (Çeviri)
Many educators are currently concerned with die issue of how new school systems can be developed and institutionalized to meet the needs of society and individuals. In this regard, the Accelerated Schools model, based on the work of Henry Levin and his colleagues at Stanford University, is one of the nation's most comprehensive and systemic school reform efforts to improve the learning of all students and especially those in at-risk situations. The Accelerated Schools model is currently being implemented by an elementary school in central Ohio. This study investigated the concerns and perceptions of members of the Rainbow school community as they experienced the Accelerated Schools change process in the 1996-1997 school year. It applied concerns theory as its conceptual framework in exploring participants' concerns regarding their involvement in the Accelerated Schools process. Rather than testing certain statistical hypotheses at some levels of significance, the focus of this study was on understanding, describing, and interpreting school change through an examination of the voices of the participants. Thus, this study applied a qualitative case study approach to the collection and analysis of the study data. A triangulation of such methods as participant observation, document analysis, and semi-structured, open-ended interviews was used to capture the perceptions of participants as well as to understand the portrait of the Accelerated Schools transformation process. This study contributes to the knowledge of systemic school restructuring and change in the United States and provides formative feedback to the study school about its transformation progress. It traces the history of the Accelerated Schools process at Rainbow, examines the critical factors affecting systemic school change efforts, discusses capacity building as the outcome of the reform efforts at the school, and provides suggestions for educators, school reformers, and further research.
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