The Importance of Understanding the Social, Political and Historical Context of Education Reform: How Much Is Enough?

Autor/inn/en	Hirshberg, Diane; Wells, Amy Stuart
Titel	The Importance of Understanding the Social, Political and Historical Context of Education Reform: How Much Is Enough?
Quelle	(1994), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Ability Grouping; Change Strategies; Educational Change; Educational Improvement; Educational Innovation; Educational Trends; School Restructuring; Secondary Education; Social Science Research; Student Placement; Track System (Education) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Lösungsstrategie; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsentwicklung; Schulreformplan; Schulumwandlung; Sekundarbereich; Social scientific research; Sozialwissenschaftliche Forschung; Schülerpraktikum; Leistungsgruppe; Leistungsdifferenzierung
Abstract	This paper describes a longitudinal study of 10 racially mixed secondary schools across the country where the leadership decided to move toward reducing ability grouping or tracking in their school. Examples of the schools under study included an Appalachian school in a moderately-sized city and a wealthy suburban school of a large metropolitan area of the Midwest. It is not possible to understand the change process in a school without understanding the social, political, and historical context within which the school exists. Research on education politics and policy making at the local level showed that community type and the issues being debated affect the decision making process. Contains 19 references. (EH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01