Turning around, Transforming, and Continuously Improving Schools: Policy Proposals Are Still Based on a Two- Rather than a Three-Component Blueprint

Autor/inn/en	Adelman, Howard; Taylor, Linda
Titel	Turning around, Transforming, and Continuously Improving Schools: Policy Proposals Are Still Based on a Two- Rather than a Three-Component Blueprint
Quelle	In: International Journal on School Disaffection, 8 (2011) 1, S.22-34 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8497
Schlagwörter	Elementary Secondary Education; Educational Change; Educational Improvement; Intervention; School Effectiveness; Low Achievement; Models; Barriers; Federal Legislation; Iowa; United States + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Unterdurchschnittliche Leistung; Analogiemodell; Bundesrecht; USA
Abstract	Clearly, low performing, and especially failing schools, are a high priority concern for policy makers. And it is evident that fundamental systemic changes are necessary. The authors contend that it is essential that policy makers move to a three-component framework for turning around, transforming, and continuously improving schools. The third component will provide a unifying concept and an umbrella under which districts and schools can weave together all interventions specifically intended to address barriers to learning and teaching and re-engage disconnected students. There is, however, inadequate research and no consensus about a policy and practice blueprint and roadmap to guide such changes. Given all the uncertainties associated with turning around, transforming, and continuously improving schools, it is essential to keep analyzing deficiencies in proposed blueprints and roadmaps. Such analyses are especially important with respect to improving low performing schools. The authors begin their analysis with a discussion of the lenses through which systemic problems are viewed by policy makers in the USA and use the school turnaround models the Obama administration has adopted to illustrate the dilemma confronting efforts to enable equity of opportunity. Then, they broaden the analysis to include current priorities for the reauthorization of the Elementary and Secondary Education Act as outlined in the US Department of Education's "A Blueprint for Reform." Their findings highlight the ongoing marginalization of practices for directly addressing barriers to learning and teaching and reengaging disconnected students. The findings also raise the question of whether this marginalization characterizes reform efforts in other countries. (Contains 5 exhibits.) (ERIC).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-656-2599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10