Making Sense of Standards: Implementation Issues and the Impact on Teaching Practice. Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.

Autor/inn/en	Simon, Elaine; Foley, Ellen; Passantino, Claire
Institution	Consortium for Policy Research in Education, Philadelphia, PA.; Research for Action, Inc., Philadelphia, PA.; OMG Center for Collaborative Learning, Philadelphia, PA.
Titel	Making Sense of Standards: Implementation Issues and the Impact on Teaching Practice. Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.
Quelle	(1998), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Educational Change; Elementary Secondary Education; Professional Development; Program Implementation; Standards; Tables (Data); Teaching Methods; Urban Education; Urban Schools + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsreform; Standard; Tabelle; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The focus of this report is the way standards are influencing instruction in Philadelphia classrooms and how the various parts of the system are working together to support standards-driven instruction at the classroom level. The 1996-97 school year was still an early one in the implementation of standards-based instruction in Philadelphia. The school district's Teaching and Learning Network staffs had just been hired, or were not even hired until January 1997. Workshops were offered for teachers, but they were not enough to support a full and even implementation of standards-based instruction. Written materials in support of standards-based instruction became available in January 1997, and the school district's Office of Best Practice was without leadership in the school year. At the district's central office there was a good deal of debate about what kind of support was appropriate and necessary. This debate reflected unresolved tensions within the initiative's theory of action and within the standards movement itself. At the same time, the district moved forward with its new accountability system, sending a clear message that schools would be judged on the basis of whether student scores improved. Most teachers were highly motivated to ensure that they would. Consequently, standards as accountability drove much of the instructional activity. While the central office and the school district partners debated their roles under standards-based instruction, some other initiatives and programs influenced instruction in Philadelphia classrooms. Recommendations are given to help define and implement the standards-based instruction process. None, however, provided detailed guidance for implementing standards-based instruction. (Contains nine tables and four charts.) (SLD)
Anmerkungen	Consortium for Policy Research in Education, Graduate School of Education, University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325; telephone: 215-573-0700; Children Achieving Challenge, c/o Greater Philadelphia First, 1818 Market Street, Suite 3510, Philadelphia, PA 19103-3681; telephone: 215-575-2200; fax: 215-575-2222.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC