In 1988 the Chicago public school system decentralized, granting parents and communities significant resources to reform their schools in dramatic ways. This book identifies a comprehensive set of practices and conditions that were key factors for improvement, including school leadership and the professional capacity of the faculty and staff. Num Pages: 304 pages, 72 line drawings, 11 tables. BIC Classification: JNK. Category: (P) Professional & Vocational. Dimension: 236 x 153 x 24. Weight in Grams: 560. . 2010. Hardcover. . . . . Books ship from the US and Ireland.

Bestandsnummer des Verk�ufers V9780226077994

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Titel: Organizing Schools for Improvement: Lessons from Chicago
Verlag: University Of Chicago Press
Erscheinungsjahr: 2010
Sprache: Englisch
ISBN-10: 0226077993
ISBN-13: 9780226077994
Einband: Hardcover
Zustand: New

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In 1988 the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of "Organizing Schools for Improvement" collected a wealth of data on elementary schools in Chicago. They identified one hundred elementary schools that had substantially improved, and one hundred that had not, over a seven-year period. What had the successful schools done to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

�ber die Autorin bzw. den Autor

Anthony S. Bryk is president of the Carnegie Foundation for the Advancement of Teaching. Penny Bender Sebring is founding codirector of the Consortium on Chicago School Research (CCSR) at the Urban Education Institute at the University of Chicago. Elaine Allensworth is codirector for statistical analysis at CCSR. Stuart Luppescu is chief psychometrician at CCSR. John Q. Easton is executive director of CCSR.

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