Schools in challenging circumstances. A reflection on what we know and what we need to know.

Autor/in	Levin, Ben
Titel	Schools in challenging circumstances. A reflection on what we know and what we need to know.
Quelle	In: School effectiveness and school improvement, 17 (2006) 4, S. 399-407Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243450600743459
Schlagwörter	Schule; Schulentwicklung; Schulleistung; Schülerleistung; Soziokulturelle Bedingung; Sozioökonomische Lage; Forschungsstand; Benachteiligung; Intervention; Schwierigkeit; Kanada
Abstract	The introduction into the subject of this special issue "Improving Schools in Difficulty" gives a first short statement on the hitherto perception of school improvement: "The field of school improvement has been criticized, with some merit, for sometimes giving the impression that school context is not that important, and that any school can, with appropriate action, improve significantly. Most advocates of school improvement do recognize the importance of the social context of the school, but, as several of the present papers point out, we are still learning to understand how context affects the work of improvement. The papers of this issue illustrate both the significant contributions that have been made by the school improvement literature and the challenges still facing this field. ... In taking stock of these papers, the author starts with a few comments on methodology and then addresses briefly six questions: 1. How do we recognise both heroic efforts and inadequate results? 2. How much can we expect from school improvement? 3. Why is there not more school improvement already in challenging schools? 4. Is school improvement the most important approach to success in these contexts? 5. Do we have an adequate conceptual framework for thinking about the relevant issues? 6. Why is there not more anger about the situation of high-challenge schools and communities? [He concludes that the] approach to improvement in schools in challenging circumstances has to find delicate balances in many of these areas between promising too much and too little; between supporting and blaming; between the role of schools and the broader social context. (DIPF/Orig./Kr.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/2