ERIC
Database: Selected Records
To search the ERIC database for resources on this topic,
use this search strategy: descriptors nontraditional education
and acceleration (education.) Combine with descriptors educational
improvement or excellence in education or identifier Illinois.
Record |
Summary |
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EJ571765 EA534901
Title: A Great LEAP Forward
Author(s) Harrison, John A.
Source: American School Board Journal, v185 n1 p44-45,55
Sep 1998
Publication Date: 1998 |
In 1996, a Winston-Salem principal closed
a failing alternative school and developed a new program
dedicated to helping at-risk kids succeed. The result
was LEAP (Learning and Acceleration Program) Academy,
a school that helps academically unstable middle-school
students catch up to their peers by completing two years
of academic course work in one school year. |
ED448331 Available full text from E*Subscribe
Title: Roadmap to Perkins III: The Carl D. Perkins Vocational
and Technical Education Act of 1998. A Guidebook for
Illinois.
Author(s) Hess-Grabill, Donella; Bueno, Soyon
Author Affiliation: Illinois State Board of Education,
Springfield. Center for
Workforce and Community Partnerships.(BBB36376)
Pages: 482
Publication Date: October 2000
Notes: Funded through the Carl D. Perkins Vocational
and Technical Education Act of 1998.
Available from: EDRS Price MF02/PC20 Plus Postage. |
This guidebook is intended as a road map to the Carl
D. Perkins Vocational Technical Education Act of 1998
(Perkins III) for career-technical education (CTE) practitioners
and policymakers in Illinois. The following topics are
among those covered: (1) framework for Perkins III (national
educational reform, Illinois provisions for quality
CTE, stages of career development); (2) Perkins III
accountability (Perkins II versus Perkins III, program
and fiscal accountability; (3) gathering and using data
to improve performance (collecting and reporting data
in Illinois, designing a systematic improvement process);
(4) the continuum of quality support for learners; and
(5) a crosswalk with other initiatives (common themes
and interface of educational reform laws, the report
"New American High Schools"). Ninety-seven
charts are included. The bibliography lists 147 references.
The following items are appended: (1) glossary of terms;
(2) glossary of acronyms; and (3) summaries of seven
pieces of federal educational legislation concerned
with CTE, school-to-careers, workforce development,
and individuals with disabilities. Concluding the guide
are the following resources: strategies to assist individuals
with disabilities; work-related student competencies;
workplace skills and career development competencies;
ideas and strategies to achieve Perkins core indicators;
and lists of 202 World Wide Web resources, 9 additional
publications, and 19 additional organizations. |
ED436840 Available full text from E*Subscribe
Title: Mapping School Change in an Accelerated School:
The Case Study of Miami East North Elementary School.
Transforming Learning Communities.
Author(s) Poetter, Thomas S.
Author Affiliation: Ohio State Dept. of Education, Columbus.(RUF67050);
Ontario Inst. for Studies in Education, Toronto.(SFO68750)
Pages: 107
Publication Date: 1999
Notes: Prepared in cooperation with Jim Gay, Kerry Elifritz,
and Linda Hofacker. For other case studies from the
Transforming Learning Communities Project, see EA 030
169-181.
Available from: EDRS Price MF01/PC05 Plus Postage.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Ohio
Journal Announcement: RIEJUN2000 |
This book is part of a series of case studies that
demonstrate better ways to educate Ohio's students.
The case study is part of the Transforming Learning
Communities (TLC) Project, designed to support significant
school-reform efforts among Ohio's elementary, middle,
and high schools. The text describes an elementary school
serving a homogeneous student population in a rural
section of western Ohio. The school adopted the Accelerated
Schools (AS) restructuring philosophy, and the report
discusses the principles of AS, the nine underlying
values of AS, and the strategies for implementing the
program. The book outlines the reflection that went
into whether to adopt the AS program, and the experiences
with initial resistance, hiring an AS coach, team building,
taking stock, and creating a vision for the school.
It discusses changes in staff members, in the educational
environment, in the students, and in the members of
the community. The text provides snapshots of change
as it evolved and it offers "mile markers,"
which describe the process of change, such as "symbolic
acts count," "laying the foundation for change
is crucial," "change requires leadership,"
"change is difficult," and "change must
be complete." Three appendices provide the project
proposal, interview questions, and other information.
(Contains 16 references.) |
EJ637685 JC509736
Title: New World School of the Arts: Creativity across
the Curriculum.
Author(s) Wolcott, Nancy M.
Source: New Directions for Community Colleges, v29 n1
p59-66 Spr 2001
Publication Date: 2001
Notes: This issue, number 113, is titled "Systems
for Offering Concurrent Enrollment at High Schools and
Community Colleges." |
States that the New World School of the Arts (NWSA)
(Florida), a collaboration among Miami-Dade Public Schools,
Miami-Dade Community College, and the state university
system, offers dual enrollment programs for high school
students preparing for careers in the arts. Describes
the school's strengths-including its diversity and professional
climate-and discusses future challenges to its complex
structure. |
EJ637679 JC509730
Title: State Policy and Postsecondary Enrollment Options:
Creating Seamless Systems.
Author(s) Boswell, Katherine
Source: New Directions for Community Colleges, v29 n1
p7-14 Spr 2001
Publication Date: 2001
Notes: This issue, number 113, is titled "Systems
for Offering Concurrent Enrollment at High Schools and
Community Colleges." |
Reports that 38 states currently have policies that
encourage enrollment of high school students in college-level
classes, while another 10 have institutional-level concurrent
enrollment agreements. Discusses these and other postsecondary
enrollment options, such as advanced placement and international
baccalaureate programs, being explored by institutions
across the country. |
EJ514021 RC510977
Title: Looking for Answers: Success Stories of Four
Innovative Hispanic Youth Education and Intervention
Programs.
Author(s) Moscoso, Eunice
Source: Hispanic, v8 n5 p47,48,50,52,54 Jun 1995
Publication Date: 1995 |
Profiles four youth programs. The Southwest Key Program
(Texas, Arizona, Puerto Rico) offers community alternatives
to institutionalization for delinquent minority youth.
New Directions holistically restructures the lives of
Chicago gang members. The Bruce Guadalupe Community
School (Milwaukee, Wisconsin) is bilingual and mandates
parental involvement. The Classical School for Brilliant
Children (Houston, Texas) teaches self-instruction in
an accelerated curriculum. |
ED476168 EA032534
Title: Beating the Odds: High Schools as Communities
of Commitment. The Series on School Reform.
Author(s) Ancess, Jacqueline
Pages: 178
Publication Date: 2003
Availability: Teachers College Press, 1234 Amsterdam
Avenue, New York, NY 10027 (paperback: ISBN-0-8077-4355-0,
$19.95; cloth: ISBN-0-8077-4356-9, $44). Tel: 212-678-3929;
Tel: 800-575-6566 (Toll Free); Fax: 212-678-4149; e-mail:
tcpress@tc.columbia.edu; Web site: http://www.teacherscollegepress.com |
This book describes how administrators, teachers,
and students in three high schools have worked to improve
their schools. The schools; a suburban vocational-technical
school, an urban school for immigrant English-language
learners, and an urban second-chance school for students
who have failed elsewhere. All operate as, what the
books calls, communities of commitment. The book describes
how these schools are organized, how they use adult-student
relationships to leverage high levels of student performance,
how they enact teaching and learning for making meaning,
and how they confront the challenges they encounter.
It also discusses the systemic conditions for sustaining
and scaling up schools. The book is organized into five
sections: (1) "Schools as Communities of Commitment";
(2) "Organizing Schools To Be Communities of Commitment";
(3) "Caring Relationships: The Main Thing";
(4) "Teaching and Learning for Making Meaning";
and (5) "Possibilities for Schools as Communities
of Commitment: What It Takes." Appended are examples
of documents (class schedules, steering committee goals,
international curriculum, course catalog, best practices)
from the three schools that illustrate the day-to-day
operation of the schools, which can be adapted to fit
other schools contexts. |
EJ604245 SP528262
Title: The Charter Challenge.
Author(s) Hanson-Harding, Brian
Source: Instructor, v109 n6 p44-46 Mar 2000
Publication Date: March 2000
ISSN: 1049-5851
Language: English
Document Type: Journal articles (080); Reports--Descriptive
(141)
Journal Announcement: CIJSEP2000
Target Audience: Practitioners; Teachers |
Describes the advantages of charter schools, which
are started by individuals or groups in the community
and can set their own educational agendas and goals.
More states are passing or expanding charter school
laws every year. Benefits include autonomy, site-based
management, increased parental involvement, and increased
teacher control. Accountability can be a potential problem
that accompanies autonomy. |
ED435813 Available full text from E*Subscribe
Title: Redefining Public Education: The Promise of Employer-Linked
Charter Schools.
Author Affiliation: Public Policy Associates, Inc.,
Lansing, MI.(BBB35794); National Alliance of Business,
Inc., Washington, DC.(BBB17805); Michigan Future, Inc.,
Ann Arbor.(BBB34975)
Pages: 41
Publication Date: July 1999
Available from: EDRS Price MF01/PC02 Plus Postage. |
This paper describes the context that has encouraged
the emergence of more than 100 employer-linked charter
schools throughout the United States and examines the
efforts of the employers and educators who are involved
in employer-linked charter schools. The paper begins
by explaining how the following business changes have
promoted development of employer-linked charter schools:
technology; globalization; escalating customer expectations;
view of people as a strategic element; and extended
enterprise. Discussed next are the promise of employer-linked
charter schools and the natural affinity between employers
and charters. Examples are then presented that illustrate
the following key elements of employer-linked charter
schools at work: founders' vision; learning in context
and in the world; meeting workforce development needs;
charters' relationship to traditional school systems;
unique features of employer-linked charter schools;
curriculum innovation; raising standards; assessment
of student achievement; flexibility in staffing; and
role models and mentoring. The paper's conclusion emphasizes
the following findings regarding employer-linked charter
schools: they provide compelling evidence of what charters
can accomplish; they can increase the level of ownership
by the business community; their relationship with public
education can take many forms; they serve diverse as
well as disadvantaged student populations; and they
are an experiment in progress. |
ED409649 Available full text from E*Subscribe
Title: Different Schools for a Better Future. Hudson
Briefing Paper, No. 193.
Author(s) Finn, Chester E., Jr.
Author Affiliation: Hudson Inst., Indianapolis, IN.(BBB23752)
Pages: 8
Publication Date: August 1996
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Hudson Institute, P.O. Box 26-919, Indianapolis,
IN 46226 ($1). |
Most of the industrialized world retains an obsolete,
tracked, multitiered public education system that prepares
some children for university and others for blue-collar
jobs. This educational design neglects changes in technology,
family structure, and community life, and its bureaucratized
management values uniformity and process over initiative
and results. Education in the United States lacks clear
standards, sound assessments, and effective accountability
mechanisms. Various reform efforts over the last 13
years have been generally unproductive. The 1990s, however,
seem more receptive to a different paradigm of school
reform--reinventing public education. A reinvented public-education
system would welcome diverse strategies and dissimilar
schools organized and run by teacher cooperatives, parent
associations, private corporations, community-based
organizations, and religious institutions. Students
and families would choose the schools best suited to
them in a system that requires little bureaucracy and
few regulations. The new "reinvention" paradigm
of school reform is not incrementalist, top-down, or
uniform. The new paradigm welcomes decentralized control,
entrepreneurial management, and grass-roots initiatives,
within a framework of publicly defined standards and
accountability. |
EJ575112 CS756398
Title: A Good Gang: Thinking Small with Preservice Teachers
in a Chicago Barrio.
Author(s) DeStigter, Todd
Source: English Education, v31 n1 p65-94 Oct 1998
Publication Date: 1998
ISSN: 0007-8204
Language: English
Document Type: Journal articles (080); Reports--Descriptive
(141)
Journal Announcement: CIJJUL1999 |
Argues that it is important for beginning teachers
to receive part of their training in a small school
like Latino Youth Alternative High School at the University
of Illinois-Chicago. Relates how the program functions;
gives Latino students' and tutors' reasons for appreciating
it. Includes responses about teacher-student relationships
as key to a school's success, and about small alternative
schools. |
ED397513 Available full text from E*Subscribe
Title: What Works in Schools: Form and Reform for the
21st Century.
Author(s) McChesney, Jim
Author Affiliation: ERIC Clearinghouse on Educational
Management, Eugene, OR.(SJJ69850)
Source: Portraits of Success, v1 n1 Jun 1996 Pages:
9
Publication Date: June 1996
Notes: Resource material for educators participating
in the Dan O'Brien Education Program.
Sponsoring Agency: Office of Educational Research and
Improvement (ED), Washington, DC. (EDD00036)
Contract No: RR93002006
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: ERIC Clearinghouse on Educational Management,
5207 University of Oregon, Eugene, OR 97403-5207 (free;
$4 postage and handling). |
Despite the commissions and politicians that decry
the failures of public education, thousands of teachers,
principals, and administrators struggle daily to provide
children with an education that will open doors. This
article examines some of these educators' efforts, which
demonstrate that change and success are possible. Interviews
were conducted with Siegfried Engelmann, professor of
instructional research at the University of Oregon College
of Education; Joanne Johnson, a 4th/5th-grade teacher
at Goshen Elementary School in Springfield, Oregon;
Bruce Joyce, director of Booksend Laboratories in Pauma
Valley, California; Robert Slavin, codirector of the
Center for Research on the Education of Students Placed
at Risk at Johns Hopkins University; and Barbara Sizemore,
dean of DePaul University School of Education. Some
key strategies used by the five educators included:
(1) direct instruction--a structured instructional program
that works on the assumption that all children can learn
and that basic skills should be the main focus of a
compensatory-education program; (2) inquiry-based curriculum--an
experience-based instructional philosophy in which curriculum
is keyed to current events and issues of local or personal
interest; (3) action research--a combination of approaches
to improving classroom teaching and outcomes that combines
specific steps designed to bring about improvement with
testing to ensure the improvements occur; (4) Success
for All--research-based programs in reading, writing,
and language arts that emphasize cooperative learning,
the identification of children in need, one-on-one tutoring
where needed, assessment, and strong parent involvement;
and (5) School Achievement Structure (SAS)--a highly
structured set of routines designed to enable students,
especially those living in poverty, to pass standardized
tests. While there is no single, perfect way to create
successful change, there are programs that work and
people who are dedicated to improving educational opportunities.
|
ED381856 EA026636
Title: School Improvement Programs: A Handbook for Educational
Leaders.
Author(s) Block, James H.; And Others
Pages: 508
Publication Date: 1995
ISBN: 0-590-49501-1
Available from: Document Not Available from EDRS.
Availability: Scholastic Inc., 555 Broadway, New York,
NY 10012.
Language: English |
This book is intended to serve as a sourcebook that
provides descriptions of some of the best and most popular
school- and classroom-improvement programs in America.
It offers a comprehensive framework for selecting and
adapting these programs to address a local school's
particular needs. It was also designed to help school
leaders understand and use major research-based school-improvement
programs. Part 1 contains one chapter--"School
Improvement: A Program Perspective," by James H.
Block--which shows administrators how school-improvement
programs can serve as fundamental tools for school improvement
and change. Part 2 describes some major school-improvement
programs. Each chapter describes the program's innovation,
how it works, how well it works, and where it is headed.
The chapters include: (2) "Cooperative Learning"
(David W. Johnson and Roger T. Johnson); (3) "Critical
Thinking" (Robert J. Marzano); (4) "Interactive
Learning and Hypermedia Technology" (Robert Bortnick);
(5) "Mastery Learning" (Thomas R. Guskey);
(6) "Assessment as a School Improvement 'Innovation'?"
(Richard J. Stiggins); (7) "Direct Instruction
to Accelerate Cognitive Growth" (Douglas Carnine,
Bonnie Grossen, and Jerry Silbert); (8) "Instructional
Alignment" (S. Alan Cohen); (9) "Mastery Teaching"
(Madeline Hunter); (10) "Peer Coaching: Quality
through Collaborative Work" (Pam Robbins); (11)
"Teaching for Literacy" (Peter Winograd and
Connie Bridge); (12) "Writing Across the Curriculum"
(Carol Dixon and Harold Horn); (13) "Learning from
Accelerated Schools" (Henry M. Levin); (14) "Early
Childhood Education" (David P. Weikart); (15) "Effective
Schools: The Evolving Research and Practices" (Lawrence
W. Lezotte); (16) "Invitational Education"
(William W. Purkey); (17) "Outcome-based Education:
From Instructional Reform to Paradigm Restructuring"
(William G. Spady); (18) "The Quality School"
(William Glasser); and (19) "The School Development
Program" (James P. Comer). The third part provides
guidelines for selecting and integrating some of the
programs. Chapters include: (20) "Selecting School
Improvement Programs" (Susan Toft Everson); and
(21) "Integrating School Improvement Programs"
(Thomas R. Guskey). Twenty-four figures are included,
as well as a subject and author index. (Contains 434
references.) |
EJ626279 EA538230
Title: A High School Diploma...and More.
Author(s) Weisstein, Ephraim
Source: Educational Leadership, v58 n6 p73-77 Mar 2001
Publication Date: 2001
ISSN: 0013-1784
Language: English
Document Type: Journal articles (080); Reports--Descriptive
(141)
Journal Announcement: CIJNOV2001 |
Boston's Diploma Plus program helps 16- to 22-year-old
dropouts gain the skills and confidence necessary for
graduation, continued education, and work. The program
establishes high expectations, enlivens teaching and
learning, measures progress by actual performance, and
builds in continuous assessment and challenging postsecondary
experiences. |
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