Success for All: Exploring the Technical, Normative, Political, and Socio-Cultural Dimensions of Scaling Up. Report No. 16.

Autor/inn/en	Cooper, Robert; Slavin, Robert E.; Madden, Nancy A.
Institution	Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Titel	Success for All: Exploring the Technical, Normative, Political, and Socio-Cultural Dimensions of Scaling Up. Report No. 16.
Quelle	(1997), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged Youth; Educational Change; Elementary Education; Norms; Political Influences; Program Effectiveness; Program Evaluation; Program Implementation; School Restructuring; Sociocultural Patterns; Surveys; Teachers; Urban Schools + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Bildungsreform; Elementarunterricht; Normwert; Political influence; Politischer Einfluss; Programme evaluation; Programmevaluation; Schulreformplan; Schulumwandlung; Soziokulturelle Theorie; Survey; Umfrage; Befragung; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report explores the technical, political, and socio-cultural dimensions of the scaling up process of Success for All (SFA), one of the nation's most successful and extensively researched whole-school change models. SFA, a reform effort aimed at elementary schools serving disadvantaged children, is currently being implemented in over 475 schools. Data for this report, developed through qualitative and quantitative methods, come from a stratified sample of over 300 SFA schools across the country. Survey data were collected from approximately 325 educators. This research suggests that fundamental change in schools occurs and is sustained when the technical, normative, political, and socio-cultural dimensions of schooling are given thoughtful and serious consideration throughout the implementation process. Schools implementing SFA that report success in improving educational outcomes for their students explicitly demonstrate willingness and ability to confront the challenges that are inherent in the change process. Exploring school change from multiple conceptual lenses deepens our understanding of the structures, strategies, practices, and relationships associated with fundamental change in schools. As schools prepare for the next millennium, it is essential that new reform strategies be comprehensive and able to change the organization and operation of schools fundamentally. (Contains seven references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC