Literaturnachweis - Detailanzeige
Autor/inn/en | Preston, Courtney; Goldring, Ellen; Guthrie, J. Edward; Ramsey, Russell; Huff, Jason |
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Titel | Conceptualizing Essential Components of Effective High Schools |
Quelle | In: Leadership and Policy in Schools, 16 (2017) 4, S.525-562 (38 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1570-0763 |
DOI | 10.1080/15700763.2016.1205198 |
Schlagwörter | High Schools; School Effectiveness; Educational Change; Educational Research; Effective Schools Research; Educational Improvement; Institutional Characteristics; Leadership; Secondary School Curriculum; Instruction; Educational Quality; Data; Decision Making; Teacher Student Relationship; School Culture; Accountability; School Community Relationship; Secondary School Teachers; High School Students; Literature Reviews High school; Oberschule; Schuleffizienz; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Schulforschung; Teaching improvement; Unterrichtsentwicklung; Führung; Führungsposition; Teaching process; Unterrichtsprozess; Quality of education; Bildungsqualität; Daten; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulkultur; Schulleben; Verantwortung; High schools; Student; Students; Schüler; Schülerin; Studentin |
Abstract | Three decades of reform aimed at improving disadvantaged student achievement have not substantially narrowed achievement and graduation gaps. This article reviews the research around eight essential components of effective high schools emerging from a review of the effective schools and high school reform literature, and provides a framework for how these components are implemented and integrated. We submit that far-reaching high school improvement is rooted in these components: schools succeed because they are woven into the school's organizational fabric to create internally consistent and mutually reinforcing reforms; their success is explained by more than the simple sum of their parts. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |