The Complexities of Operating Multiple Small Schools in a High School Conversion

Autor/in	Wallach, Catherine A.
Titel	The Complexities of Operating Multiple Small Schools in a High School Conversion
Quelle	In: Peabody Journal of Education, 85 (2010) 3, S.264-275 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	High Schools; Small Schools; Administrative Organization; Educational Change; School Restructuring; Professional Development; Learning Activities; Interprofessional Relationship; Communities of Practice; Participative Decision Making; School Based Management; Central Office Administrators; School Culture; School Personnel; Adjustment (to Environment); Illinois; Massachusetts; New York; Pennsylvania + Suchen Sie Ihr Suchwort? High school; Oberschule; School; Schools; Schule; Bildungsreform; Schulreformplan; Schulumwandlung; Lernaktivität; Community; Schulkultur; Schulleben; Schulpersonal; Master-Studiengang
Abstract	School reformers hope that converting comprehensive high schools into collections of small schools will produce results similar to those realized in freestanding small schools. Three themes--personalization, professional community, and shared decision making--exemplify the early successes in conversions. But the challenge of sustaining these gains reveals a host of complications that were not anticipated by funders or early adopters of the reform. In particular, the arrangement of a "multiplex" high school can generate tensions between operating autonomous (or, more frequently, interrelated) small schools and maintaining many of the traditions and structures of the comprehensive high school. Examples of supports and inhibitors to small schools reform are highlighted. (Contains 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10