Instructional and Organizational Arrangements for Improving Achievement at Inner City Elementary Schools.

Autor/inn/en	Levine, Daniel U.; Stark, Joyce
Titel	Instructional and Organizational Arrangements for Improving Achievement at Inner City Elementary Schools.
Quelle	(1981), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Administrator Characteristics; Curriculum Development; Elementary Education; Institutional Characteristics; Instructional Development; Instructional Improvement; Low Achievement; Mastery Learning; Parent Participation; Reading Comprehension; Reading Programs; School Effectiveness; School Organization; Teaching Methods; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Teaching improvement; Unterrichtsentwicklung; Unterrichtsqualität; Unterdurchschnittliche Leistung; Elternmitwirkung; Leseverstehen; Schuleffizienz; School organisation; Schulorganisation; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Previous studies of unusually effective urban schools have focused on school characteristics considered influential in the schools' success, but few provide specific guidance for improving achievement in other schools. This study sought to describe organizational processes and arrangements within elementary schools implementing the Chicago Mastery Learning Reading Program in New York, New York, and Chicago, Illinois, and the Curriculum Alignment Project and other school-wide approaches for improving achievement in Title I schools in Los Angeles, California. The schools examined had six common major concerns: (1) aligning curriculum and instruction for classroom appropriateness; (2) arrangements for dealing effectively with low achievers; (3) emphasis on teaching higher-order cognitive skills; (4) assuring availability of appropriate instructional resources; (5) minimal record-keeping for teachers; and (6) improving homework quality and increasing parent involvement in student learning. Organizational processes/arrangements at the schools were commonly characterized by grade-level planning; outcome-based supervision; and comparative monitoring of student progress. Outstanding administrative leadership, especially as demonstrated in principal support for teachers, emerged as a significant determinant of school effectiveness. The instructional/organizational arrangements in the schools were considered to have potential for implementation in other urban school to improve school climates and student learning. (Author/MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC