Literaturnachweis - Detailanzeige
| Autor/inn/en | Peters, William H.; McBride, Ron E. |
|---|---|
| Titel | A Descriptive Assessment of Accelerated Schools Instruction in the State of Texas. |
| Quelle | (1997), (16 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Acceleration (Education); Decision Making; Elementary Secondary Education; High Risk Students; Minority Groups; Professional Development; Program Implementation; Questionnaires; State Programs; Teacher Expectations of Students; Training; Texas |
| Abstract | The Accelerated Schools Project (ASP) in Texas attempts to improve schooling for students in at-risk situations. Rather than lowering expectations for these learners, the ASP attempts to accelerate progress by maximizing their talent development. The accelerated schools movement in Texas spread rapidly, but few actual data have been collected about the application of accelerated schools concepts or the impact of accelerated schools. The Texas State Education Agency provided researchers with a list of 219 people and schools associated with the accelerated schools concept. Twenty-one percent of the 219 participants replied to a questionnaire developed for this survey. The accelerated schools movement appears to have had its greatest acceptance in elementary schools, and within those schools, minorities accounted for over 70 percent of the school population meeting the criteria for ASP at-risk students. Many schools identified themselves as accelerated if they have incorporated such techniques as assessing student learning styles, cooperative learning, use of educational technology, and hands-on manipulatives. Other schools characterize themselves more generally, but some appeared to reflect a deeper understanding of the accelerated model related to decision making and accelerated curricula. Schools identifying themselves as accelerated reported successful outcomes of a wide variety. Respondents also reflected a wide variety of training in the accelerated schools model. Overall, it appears that the language of accelerated schools is frequently used, but an understanding of the accelerated schools concept is less readily apparent. Much training did not appear to follow ASP guidelines. This study is limited by the low rate of questionnaire return, but gives some ideas about the implementation of accelerated schools in Texas. The questionnaire is attached. (Contains seven references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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