Hope for Urban Education: A Study of Nine High-Performing, High-Poverty, Urban Elementary Schools.

Sonst. Personen	Johnson, Joseph F., Jr. (Hrsg.); Asera, Rose (Hrsg.)
Institution	Policy Studies Associates, Inc., Washington, DC.; Texas Univ., Austin. Charles A. Dana Center.
Titel	Hope for Urban Education: A Study of Nine High-Performing, High-Poverty, Urban Elementary Schools.
Quelle	(1999), (169 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Asian Americans; Educational Change; Educational Environment; Educational Improvement; Elementary Education; Elementary School Students; Federal Aid; Federal Programs; Hispanic Americans; Instructional Leadership; Minority Group Children; Parent School Relationship; Poverty; Principals; Slum Schools; Teaching Methods; Urban Education + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Elementarunterricht; Hispanic; Hispanoamerikaner; Instruction; Leadership; Bildung; Erziehung; Führung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Armut; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtteilbezogenes Lernen
Abstract	This report tells the stories of nine urban elementary schools that served children of color in poor communities and achieved impressive academic results. All of the schools used federal Title I dollars to create Title I schoolwide programs. In these schools, many important change efforts were enhanced through Title I education resources. Though Title I supported the change efforts, however, it was not the catalyst for change. The true catalyst was the strong desire of educators to ensure academic success for all students. Teams of researchers visited the schools to interview campus and district administrators, teachers, parents, and other school personnel. They observed classrooms, hallways, playgrounds, and meetings. They also reviewed school documents and achievement data. Results indicated that the schools were different in important ways. The differences suggest that many urban elementary schools serving poor communities can achieve high levels of student achievement, with successes being achieved through different means. There were also important similarities. The report presents findings and recommendations based on the findings. (SM)
Anmerkungen	ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/pubs/urbanhope/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC