Academic Journal
Cross-Disciplinary, Whole School Education Reform in Secondary Schools: Three Critical Components
| العنوان: | Cross-Disciplinary, Whole School Education Reform in Secondary Schools: Three Critical Components |
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| اللغة: | English |
| المؤلفون: | Borda, Emily, Warren, Shannon, Coskie, Tracy L., Larson, Bruce E., Hanley, Dan, Cohen, Jessica |
| المصدر: | School-University Partnerships. Spr 2018 11(1):46-56. |
| الاتاحة: | National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_univer |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education Middle Schools Junior High Schools High Schools Higher Education Postsecondary Education |
| Descriptors: | Interdisciplinary Approach, Educational Change, Secondary Schools, Partnerships in Education, Integrated Activities, Faculty Development, Communities of Practice, Teacher Collaboration, Science Teachers, Science Education, Secondary School Teachers, Middle Schools, High Schools, Academic Achievement, Teaching Methods, College School Cooperation, Secondary School Science |
| مصطلحات جغرافية: | Washington |
| تدمد: | 1935-7125 |
| مستخلص: | The Whole School Success Partnership (TWSSP) worked to develop practices and cultures that emphasized student success in five middle and high schools. Because this project took place in secondary schools where teachers have disciplinary specializations, the whole school approach came with unique opportunities and challenges. Here we describe how three critical components of this project, whole-school vision; tools to translate vision into practice; and ongoing, collaborative teacher learning were enacted to meet these opportunities and challenges. We then detail outcomes revealed by the project evaluation. We found the whole-school approach provided a common ground for facilitating school-wide change and developing a shared perspective on teaching and learning. To do this, TWSSP integrated its activities with school goals and initiatives, placed teachers in high-functioning professional learning communities (PLCs), and frequently revisited a whole-school vision. The project helped teachers connect across subject-area silos, supporting and sustaining whole school reform. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1179959 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1935-7125 |
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