Engaging the Demons. Report on a Collaboration between English Faculty of Baldwin High School and Georgia College & State University, Milledgeville, Georgia: 2001-02.

Autor/inn/en	Carriere, Peter M.; Smith, Melissa
Titel	Engaging the Demons. Report on a Collaboration between English Faculty of Baldwin High School and Georgia College & State University, Milledgeville, Georgia: 2001-02.
Quelle	(2002), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Educational Improvement; High Schools; Higher Education; Program Descriptions; Program Development; Student Attitudes; Teacher Attitudes; Writing (Composition) + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programmplanung; Schülerverhalten; Lehrerverhalten; Schreibübung
Abstract	A collaborative project between Georgia College and State University (GC&SU) and Baldwin High School (BHS) in Milledgeville, Georgia, had as its initial goals: to provide an opportunity for two-way mentoring between the GC&SU's Arts and Sciences faculty and BHS's English faculty; to improve curriculum alignment; to establish realistic expectations for both faculties; to assist students in attaining the higher admission standards of the university system; and to strengthen content knowledge of teachers already teaching. This paper discusses the six specific tasks refined from the goals; notes an obstacle to cooperation; and outlines the following six self-appointed tasks: Examine the Quality Core Curriculum (QCC) to see if they were being accomplished; Create a list of high school student attitudes toward academic requirements of writing and literary study inconsistent with university expectations; Create a set of recommendations for the two previous tasks; Create a pedagogical basis for QCC's grounded in theory; Create a tracking system for high school students attending GC&SU; and Begin the process of raising the level of performance of BHS students. The paper then discusses the results of the collaborative work on these six items. It also offers suggestions for achieving Quality Core Curriculum standards. It addresses "composition lies our teachers told us," giving some examples. The paper concludes with eight recommendations for successful collaborations based on the BHS/GC&SU experience. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC