How Do We Get There from Here?

Autor/in	Chenoweth, Karin
Titel	How Do We Get There from Here?
Quelle	In: Educational Leadership, 72 (2015) 5, S.16-20 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Educational Improvement; Best Practices; Effective Schools Research; School Turnaround; Relevance (Education); Educational Needs; Data Analysis; Data Interpretation; Evaluation Utilization; Instructional Improvement; Teacher Collaboration; Teamwork; Student Evaluation; Educational Practices; Educational Administration + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Schulforschung; Relevance; Relevanz; Educational need; Bildungsbedarf; Auswertung; Data evaluation; Datenauswertung; Unterrichtsqualität; Lehrerkooperation; Schulnote; Studentische Bewertung; Bildungspraxis; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	The key practices that improve struggling schools, writes Chenoweth--a researcher who's studied successful high-poverty schools and their leaders--aren't a mystery. From both decades of research and the craft knowledge of educators who've jumped in and turned around schools, we know these practices generally yield improvement: (1) a focus on what kids need to learn: (2) collaboration on instruction and assessment; (3) examining assessment data; (4) using patterns in data to improve instruction; and (5) building trusting relationships. So why aren't more schools carrying out these practices enough to make their school stronger? Because each seemingly-simply practice, Chenoweth explains, represents an organizational and intellectual challenge. To focus on what kids need to learn, for instance, you need to do the intellectual work of deciding what exactly that content is; collaborating requires certain organizational structures, which may conflict with long-standing school traditions. Drawing on her study of effective turnaround principals as they assumed leadership of a floundering school, Chenoweth highlights in detail the kind of organizational and intellectual obstacles these leaders had to overcome, and how they did so. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01