Case Study: Orangeburg-Wilkinson High School [and] Orangeburg Consolidated Five Technology Center, Orangeburg, S.C.

Institution	Southern Regional Education Board, Atlanta, GA.
Titel	Case Study: Orangeburg-Wilkinson High School [and] Orangeburg Consolidated Five Technology Center, Orangeburg, S.C.
Quelle	(1999), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Block Scheduling; Case Studies; Community Support; Educational Change; Educational Environment; Educational Improvement; English Instruction; Grade 9; Graduation Requirements; High Schools; Instructional Leadership; Integrated Curriculum; Mathematics Instruction; Program Improvement; School Community Relationship; School Guidance; School Holding Power; School Organization; Science Instruction; Staff Development; Student Motivation; Teacher Administrator Relationship; Teacher Collaboration; Teacher Expectations of Students; Vocational Education; Vocational Schools + Suchen Sie Ihr Suchwort? Schulleistung; Block teaching; Blockunterricht; Stundentafel; Case study; Fallstudie; Case Study; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; English langauage lessons; Englischunterricht; School year 09; 9. Schuljahr; Schuljahr 09; Abschlussordnung; High school; Oberschule; Instruction; Leadership; Bildung; Erziehung; Führung; Mathematics lessons; Mathematikunterricht; School organisation; Schulorganisation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Personnel development; Personalentwicklung; Schulische Motivation; Lehrerkooperation; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	When the new superintendent of Orangeburg School District Five was appointed in 1992, he found that Orangeburg-Wilkinson High School graduates did not have the skills to enter the workplace and postsecondary institutions that require high-level academic skills. He identified these three things that Orangeburg would need to do to improve academic and technical achievement: find a principal with energy, dedication, and concern for students; convince the community the school needed to improve; and build faculty commitment and support teachers in holding students to high standards. The superintendent and his leadership team took these steps to raise standards and improve student achievement: made the high school a place where students can learn; raised graduation requirements; provided a special environment for ninth graders to give them a boost as they enter high school; raised expectations at school and in the classroom; provided structure, time, and staff development to support improved student performance; taught in ways that motivate students to learn challenging content; upgraded the vocational program; and strengthened guidance and advisement. Orangeburg's leaders and teachers changed the culture of learning at the high school and technology center. Overall academic performance improved; students took the recommended curriculum; and the high school increased its expectations of students. (YLB)
Anmerkungen	Southern Regional Education Board, Publication Orders Department, 592 10th St. N.W., Atlanta, GA 30318-5790 (99V01; $1). Tel: 404-875-9211, ext. 236; Fax: 404-872-1477; Web site: http://www.sreb.org/. For full text: http://www.sreb.org/programs/hstw/publications/case_studi es/Orangeburg.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC