Case Study: Sussex Technical High School, Georgetown, Delaware.

Institution	Southern Regional Education Board, Atlanta, GA.
Titel	Case Study: Sussex Technical High School, Georgetown, Delaware.
Quelle	(1997), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance; Block Scheduling; Case Studies; Community Support; Course Selection (Students); Educational Change; Educational Improvement; Graduation Requirements; High Schools; Instructional Leadership; Integrated Curriculum; Program Improvement; School Community Relationship; School Guidance; School Holding Power; School Organization; Staff Development; Vocational Education; Vocational High Schools + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Block teaching; Blockunterricht; Stundentafel; Case study; Fallstudie; Case Study; Course selection; Student; Students; Kurswahl; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Abschlussordnung; High school; Oberschule; Instruction; Leadership; Bildung; Erziehung; Führung; School organisation; Schulorganisation; Personnel development; Personalentwicklung; Ausbildung; Berufsbildung
Abstract	A vocational-technical center in Delaware, launched a massive restructuring effort in 1988. Educators used frameworks provided by the National Center for Research in Vocational Education and Southern Regional Educational Board and visited High Schools That Work sites. In 1991, Sussex Technical High School opened its doors as a newly designed comprehensive facility offering these innovative concepts: block scheduling, common planning time, structured programs of study, career majors, a strong and relevant academic program, and integrated curriculum. Emphasis was on blending the essential content of traditional college preparatory studies with quality vocational-technical studies. The high school adopted an intellectually challenging academic curriculum that included coursework in English, mathematics, science, social studies, foreign language, and computer technology. Students were required to earn at least six credits in a vocational-technical major. Leaders developed strategies effective in raising standards and achievement that involved school organization, curriculum integration, teacher support for high-level content, student-centered learning, extra help for student success, a comprehensive guidance system, and community support. Results indicated substantial student gains in reading, mathematics, and science; that more students were taking more rigorous courses; a 95 percent attendance rate; and a dropout rate of less than 2 percent. (YLB)
Anmerkungen	Southern Regional Education Board, Publication Orders Department, 592 10th St. N.W., Atlanta, GA 30318-5790 (97V07; $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/Susse x.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC