Literaturnachweis - Detailanzeige
| Autor/inn/en | Ancess, Jacqueline; Allen, David |
|---|---|
| Titel | Implementing small theme high schools in New York City. Great intentions and great tensions. |
| Quelle | In: Harvard educational review, 76 (2006) 3, S. 401-416Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0017-8055 |
| Schlagwörter | Bildungsbeteiligung; Chancengleichheit; Soziale Herkunft; Chancengleichheit; Curriculum; Motivation; Schüler; Schule; Schulpolitik; Schulreform; USA; Schulpolitik; Schulreform; Soziale Herkunft; Schulerfolg; Interesse; Größe; Bildungsbeteiligung; Schule; Schulprofil; Sekundarschule; High School; Schüler; Schulerfolg; Interesse; Motivation; Curriculum; Fächerkanon; Größe; New York, N.Y.; USA |
| Abstract | In this article, [the authors] use New York City as a case study to examine the promises and the perils of the small high school reform movement that is sweeping the nation. They analyze the varying extent to which New York City's small high schools have implemented curricular themes in order to promote academic quality and equity. After identifying a wide range in the level of theme implementation in the city's small schools, [the authors] suggest that small theme high schools have the potential to boost student engagement and achievement. However, the authors also express concern about the manner in which curricular themes may serve as socioeconomic, academic, or racial codes that threaten to merely repackage old patterns of school stratification and segregation. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2007/3 |
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