Alaska's Small Rural High Schools. Are They Working? ISER Report Series No. 58.

Autor/inn/en	Kleinfeld, Judith S.; und weitere
Institution	Alaska Univ., Fairbanks. Center for Cross-Cultural Studies.; Alaska Univ., Fairbanks. Inst. of Social and Economic Research.
Titel	Alaska's Small Rural High Schools. Are They Working? ISER Report Series No. 58.
Quelle	(1985), (176 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-88353-038-4
Schlagwörter	Quantitative Daten; Academic Achievement; Alaska Natives; American Indian Education; Boarding Schools; College Preparation; Community Schools; Definitions; Educational Quality; Educational Strategies; Eskimos; High School Graduates; High Schools; Program Evaluation; Rural Education; Rural Schools; School Community Relationship; Secondary School Curriculum; Small Schools; Transitional Programs; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Inuit; Boarding school; Internat; Community school; ; Gemeindeschule; Gemeinschaftsschule; Begriffsbestimmung; Quality of education; Bildungsqualität; Lehrstrategie; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Programme evaluation; Programmevaluation; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausbildung; Berufsbildung
Abstract	Interviews with principals and school board presidents, site surveys of 32 randomly selected schools, achievement test scores, and in-depth studies by educators provided data describing educational programs, identifying educational problems, and revealing strategies to strengthen the 162 small rural high schools located in Alaskan communities of fewer than 1,000 residents and serving less than 100 students (mostly Eskimo and American Indian). Findings indicate: (1) most communities want village high schools as well as boarding school options; (2) replacement of boarding schools with village high schools has resulted in dramatically increased graduation rates; (3) high school size does not determine the quality of students' educational experiences or achievement on standardized tests; and (4) schools that are working well exhibit a strong teacher/community partnership, teacher/community agreement on a theme for the educational program, an enterprising teaching staff, and a central office that encourages adapting schooling to local needs. Successful strategies have been developed to increase course and teacher variety, provide vocational education, prepare students for college, raise achievement test scores, teach students about the outside world, and help rural students through the transition to adulthood. Tables provide statistics on curricular offerings, extracurricular activities, staffing, facilities, academic achievement, and vocational education. (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC