Literaturnachweis - Detailanzeige
| Autor/in | Reynolds, David |
|---|---|
| Titel | Changing School Improvement Strategies for the 1990s. |
| Quelle | (1993), (38 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Change Strategies; Disadvantaged Youth; Educational Assessment; Educational Objectives; Effective Schools Research; Elementary Secondary Education; Foreign Countries; Psychiatry; Psychology; School Effectiveness; Student Development |
| Abstract | Three factors in the 1990s will increase the importance of schools in the development of children. First, the character of schools will change as more students with special educational needs are integrated into mainstream classes. Second, efforts will be made to keep these students out of specialized teaching arrangements and in normal classrooms. Third, decision-making power will be decentralized down to the school level. The initial reaction to these changes is likely to be substantial variation in the quality between schools. In conjunction with these changes, increased pressure on schools to be more effective will challenge many assumptions of school-effectiveness research. A rapid development of school-effectiveness and school-improvement work is needed for the 1990s. Since school influence on children's development is likely to increase, it is vital that continuing doubts about education policy be removed. There must be a closer link between school-effectiveness researchers and different disciplines. Psychology, psychiatry, and disciplines of interpersonal relationships are the most important specialties that must be brought into school-effectiveness research. (Contains 43 references.) (JPT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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