Toward a Richer Understanding of a School Restructuring Model: Views from Inside a Graduate Level Classroom.

Autor/inn/en	Davidson, Betty M.; Dell, Geralyn L.
Titel	Toward a Richer Understanding of a School Restructuring Model: Views from Inside a Graduate Level Classroom.
Quelle	(1995), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Dialogs (Language); Educational Change; Educational Philosophy; Educational Practices; Elementary Secondary Education; Graduate Students; Graduate Study; Higher Education; Inquiry; Organizational Change; School Restructuring; Student Attitudes; Teacher Education; Teaching Models + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Dialog; Dialogs; Dialogue; Dialogues; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationswandel; Schulreformplan; Schulumwandlung; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Lehrmodell
Abstract	This study sought to determine whether students in a graduate level class that focused on a school restructuring model were able to understand and practice its philosophy. The course focused on innovative school changes and teaching practices used in the Accelerated Schools Project (ASP). The course syllabus required students to examine the philosophy and values of accelerated schools, practice the steps involved in implementing the model's three central principles, evaluate the components of teaching and learning of the ASP, and develop and support a school improvement model based on these practices, including innovative teaching strategies. At the end of the course a survey focused on eight dimensions for measuring change was distributed to the students. These dimensions were insight, knowledge of school change, unity, strengths, empowerment, reflective thinking, dialogue, and inquiry. Results indicated that students understood the philosophy and had experienced attitudinal changes in their personal lives and that the dimensions of unity of purpose, empowerment, and building on strength showed the greatest positive impact on students. However, students did not show confidence in being able to create situations for change at their school site. Therefore, the study concluded that only a partial transformation of students' conceptions of school restructuring occurred. An appendix contains a copy of the survey instrument. (Contains 10 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC