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How can we bolster the academic success of low achieving students and provide a more egalitarian classroom setting? This book describes the process of 'untracking', an educational reform effort that has prepared students from low income, linguistic, and ethnic minority backgrounds for college. Untracking offers all students the same academically-demanding curriculum while varying the amount of institutional support they receive. Helpful institutional 'scaffolds' teach the hidden curriculum of the school, allowing students to develop an academic identity and build bridges between high school and college. There have been many plans and attempts to reform schools, but few detailed investigations of such efforts. This book is a highly readable account of a successful school reform effort. It provides systematic research results concerning the educational and social consequences of untracking previously low achieving students.
Ability grouping in education --- Academic achievement --- Articulation (Education) --- Educational change --- Slow learning children --- Track system (Education) --- Education --- United States --- Ability grouping in education - United States. --- Slow learning children - Education - United States. --- Track system (Education) - United States. --- Articulation (Education) - United States. --- Health Sciences --- Psychiatry & Psychology --- School management and organization --- Flexible progression --- Student placement --- Tracking (Education) --- Slow learners --- Learning disabled children --- Classification of school children --- Classification of students --- Graded schools --- Grouping, Homogeneous --- Grouping by ability --- Homogeneous grouping --- School children --- Streaming (Education) --- Students --- Educational psychology --- Grading and marking (Students) --- Curricula --- Classification
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Educational sociology. --- Lesson planning. --- Students --- Students -- Conduct of life. --- Conduct of life.
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Sociological theory building --- Ethnomethodology --- #SBIB:303H12 --- #SBIB:316.21H72 --- #SBIB:316.331H120 --- #SBIB:316.331H130 --- Personality and culture --- Phenomenological sociology --- Methoden en technieken: sociale wetenschappen --- Theoretische sociologie: etnomethodologie --- Methodologische en epistemologische problemen i.v.m. godsdienstsociologie --- Godsdienstsociologie: methodologie en onderzoekstechnieken --- Ethnomethodology.
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Can a fundamental reform in the organisation of a school lead to school improvement? This shows how theory can be applied in practice to get around issues that are preventing change and improvement.
#PBIB:2002.2 --- Educational innovations --- School improvement programs --- School management and organization --- Pedagogiek en onderwijskunde --- onderwijsbeleid --- onderwijsbeleid. --- designs --- design --- teams --- models --- core --- knowledge --- modern --- red --- schoolhouse --- comer
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In an effort to improve student achievement, thousands of US schools have adopted school reform models devised externally by universities and other organizations. Such models have been successful in improving individual schools or groups of schools, but what happens when educational reform attempts to extend from one school to many? Through qualitative data from several studies, this book explores what happens when school reform 'goes to scale'. Topics covered include: *why and how schools are adopting reforms *the influence of the local context and wider constraints on the implementation of reform *teachers and principals as change agents in schools *the evolution of reform design teams *the implementation, sustainability and expiration of reform, and its impact on educational change Each chapter concludes with guidelines for policy and practice. This book will be of interest to educational leaders and staff developers, educational researchers and policy makers, in the US and internationally.
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