Literaturnachweis - Detailanzeige
| Autor/inn/en | Snyder, Jon; und weitere |
|---|---|
| Titel | Dare To Dream: Educational Guidance for Excellence. |
| Quelle | (1996), (84 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Career Development; Career Guidance; Child Advocacy; Educational Change; Educational Counseling; Educationally Disadvantaged; Elementary Secondary Education; High Risk Students; Individual Development; Occupational Aspiration; Program Effectiveness; School Guidance; School Support; Teacher Guidance |
| Abstract | Many students view the relationship between their current existence in school and their future as vague. This report documents the processes and outcomes of school communities that have focused attention on clarifying that relationship by helping students plan their futures and supporting them as they try to achieve their goals. This report is about one cluster of such efforts operating with the support of three projects: (1) Keeping the Options Open: Continued (a College Board project supported by the Lilly Endowment); (2) Partners for Educational Excellence (supported by the Jesse Ball duPont Foundation and the Lilly Endowment); and (3) Indiana School Guidance and Counseling Leadership Project (a project of MDC, a North Carolina research and development firm, supported by the Lilly Endowment). The three projects mobilized the efforts of over 50 school communities in 26 sites geographically spanning the entire country and demographically spanning urban, suburban, and rural. Data were derived from visits to 10 sites; interviews with staff and students; observation; focus-group discussions; and 5 surveys of a total of 317 faculty and staff and 2,370 students. The most common set of changes revolved around one core issue--creating an environment where teachers could become advocates for students. The provision of guidance to students, changes in curriculum approaches, and structural changes also connected teachers and students. Two process outcomes necessary to institutional changes included shared governance and widespread school participation in educational guidance. Six factors for success included the notion of change as a verb, teamwork, external support, education that is based on the strengths and interests of the learner, support for teachers and staff, and luck. Twenty-seven figures are included. Contains a list of 36 resources and 19 suggested readings. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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