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Informationen zum Autor RICHARD F. ELMORE is professor of education and chairman of programs in administration, planning, and social policy at the Graduate School of Education, Harvard University. PENELOPE L. PETERSON is University Distinguished Professor of Education at Michigan State University and president-elect of the American Educational Research Association. SARAH J. MCCARTHEY is an assistant professor in the department of curriculum and instruction at the University of Texas at Austin. Klappentext "A lucid, vivid, and persuasive account of the 'slippery' relationship between school organization and classroom teaching. By melding policy analysis and up-close observation, the authors illuminate the really hard issues in improving instruction. This book will shape educational research and reform for many years to come." -David Tyack, Vida Jacks Professor of Education and History, Stanford University This book addresses the question of whether organizational restructuring efforts can actually make a difference in how teachers teach and how students learn. By taking an in-depth look at three elementary schools and six classrooms undergoing change, the authors reveal important findings on how reform models might be translated into effective classroom practice. Zusammenfassung This work addresses the question of whether organizational restructuring efforts can actually make a difference in how teachers teach and students learn. It reveals findings on how reform models might be translated into effective classroom practice. Inhaltsverzeichnis 1. Introduction: The Puzzle of Organization and Practice. LAKEVIEW SCHOOL. 2. A Principal Leads the Way. 3. Teams and Themes. 4. Self-Esteem and Self-Expression. 5. Structure and Practice. WEBSTER ELEMENTARY SCHOOL. 6. The Development of a District's Flagship. 7. Active Learning in Mathematics. 8. Developing Teams. 9. A Model of School Restructuring? NORTHEASTERN ELEMENTARY SCHOOL. 10. An Alternative School is Born. 11. Reading and Writing. 12. Learning Science. 13. Fitting Structure to Practice. 14. Conclusion: Restructuring Teaching....
