Bold Plans For School Restructuring The New American Schools Designs Ed438132 Us Department Of Educationihelectronic Resource
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Release | : 1998 |
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In 1991, the New American Schools (NAS) Development Corporation was founded by a group of business and foundation leaders interested in investing in innovative designs for school transformation. This book describes the first 3 years of development and evaluation of 9 NAS whole-school restructuring designs. The designs were very diverse, as were their implementation sites, which included many small schools, some very large urban schools, and schools serving American Indian students. Following an introduction, "Bold Plans for School Restructuring: Nine Designs from New American Schools" (Sam Stringfield, Steven Ross, Lana Smith), the chapters are: (1) "Sharing the Vision: Creating New American Schools" (David T. Kearns, John L. Anderson); (2) "Audrey Cohen College System of Education: Purpose-Centered Education" (Audrey Cohen, Janith Jordan); (3) "ATLAS Communities: Authentic Teaching, Learning, and Assessment for All Students" (Cynthia J. Orrell); (4) "The Co-NECT Design for School Change" (Bruce Goldberg, John Richards); (5) "The Expeditionary Learning Outward Bound Design" (Meg Campbell, Emily Cousins, Greg Farrell, Mieko Kamii, Diana Lam, Leah Rugen, Denis Udall); (6) "The Modern Red Schoolhouse" (Rob Heady, Sally Kilgore); (7) "Reform at All Levels: National Alliance for Restructuring Education" (Robert Rothman); (8) "Roots and Wings: Universal Excellence in Elementary Education" (Robert E. Slavin, Nancy A. Madden, Barbara A. Wasik); (9) "Community Learning Centers" (Wayne B. Jennings); (10) "Los Angeles Learning Centers: An Initiative of Los Angeles Unified School District, United Teachers Los Angeles, and Los Angeles Educational Partnership" (Judy Johnson, John McDonald); and (11) "Lessons Learned: RAND's Formative Assessment of NAS's Phase 2 Demonstration Effort" (Susan Bodilly). (Contains contact information for New American Schools and Design Teams, along with reference notes in some chapters and an index.) (SV) Note:The following two links are not-applicable for text-based browsers or screen-reading software.
Author | : Samuel C. Stringfield |
Publisher | : Routledge |
Total Pages | : 312 |
Release | : 2012-11-12 |
Genre | : Education |
ISBN | : 1136495274 |
Two powerful forces are driving American's demands for better schools -- one longstanding force is idealistic and the other is "new" and economic. The current group of young Americans is in danger of being the first full generation to consistently make less money and enjoy fewer worldly rewards than their parents. The intersection of idealistic and pragmatic forces has produced an era of calls for reform in U.S. education that is unparalleled -- calls that have resulted in the creation of the New American Schools Development Corporation (NASDC). The chapters in this book highlight the path traveled by NASDC -- a private, non-profit corporation charged with creating new, "break the mold" school designs for the 21st century -- and describes the first three years' accomplishments of nine NASDC development teams.
Author | : United States. Office of Educational Research and Improvement |
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Total Pages | : |
Release | : 2001* |
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Author | : New American Schools (Organization) |
Publisher | : |
Total Pages | : 192 |
Release | : 1998 |
Genre | : Educational change |
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Author | : |
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Total Pages | : 344 |
Release | : 1998 |
Genre | : Education |
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Total Pages | : 128 |
Release | : 1992 |
Genre | : Education |
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Author | : Ben E. Graves |
Publisher | : McGraw-Hill Companies |
Total Pages | : 262 |
Release | : 1993 |
Genre | : Architecture |
ISBN | : |
A practical, richly illustrated design guide on school architecture. Table of Contents: Introduction--Demographics & Other Forces; The Past--History & Survey; The Present--Portfolio Studies; The Future--Furniture & Equipment; Planning Conclusions; Where to Get Help; References. 354 illustrations, 64 in full color.
Author | : Anne Chambers Lewis |
Publisher | : |
Total Pages | : 264 |
Release | : 1989 |
Genre | : Education |
ISBN | : |
In 11 chapters, this book objectively looks at school restructuring on the basis of prominent reports on education; materials submitted by local schools and school systems; results from the AASA (American Association of School Administrators) survey; and interviews with local school leaders, prominent reformers, as well as several state and national organization representatives. Chapter 1 defines "restructuring." Chapter 2 examines restructuring within the context of current educational reform literature. Chapter 3 furnishes the philosophical bases of restructuring. Chapter 4 articulates teachers' views toward restructuring. Chapter 5 discusses the role of the business community in the effort to restructure U.S. public education. Chapter 6 describes the role of university involvement in school restructuring. State policies regarding major educational reforms--the subject of Chapter 7--have experienced a restructuring of their own, as they have evolved from proscriptive measures to those that enable school-site change. A discussion of the complexities and impact of school restructuring on school districts is the focus of chapter 8. Chapter 9 centers on the decisionmaking process in the restructuring effort. Chapters 10 and 11 discuss coping with change once restructuring takes place; suggest that the changed work environment requires new ways and means for leaders, supervisors, teaching staff, and students to perform effectively in new surroundings; and offer change strategies to assist school personnel to adapt to restructuring efforts. (JAM)
Author | : Susan J. Bodilly |
Publisher | : Rand Corporation |
Total Pages | : 172 |
Release | : 2001 |
Genre | : Education |
ISBN | : |
Business leaders created New American Schools, a private nonprofit corporation, in 1991 to develop break-the-mold designs for schools serving grades K-12. This report documents the significant changes in the designs that have taken place over the initiative’s life span and the reasons for those changes. NAS drove some of the changes in its decisions to fund or not to fund specific designs. The designs themselves changed in terms of their educational components and theories. Finally, the design teams developed implementation strategies and assistance packages over time that resulted in the expansion of the design concept to the concept of design-based assistance. Some of the changes made to designs were beneficial in promoting the concept of a design-based school, especially the development of stronger curriculum packages, clearer descriptions of the designs, and significant work toward assistance for schools to adopt designs. However, concessions to district and state policies led design teams to redefine some design elements, allowing significant local variation and possible incoherence and fragmentation within schools using designs. If this reform is to succeed, policymakers must revitalize it by taking the current environment into account and helping to make it more supportive.
Author | : Nancy E. Hoffman |
Publisher | : State University of New York Press |
Total Pages | : 338 |
Release | : 1997-06-30 |
Genre | : Education |
ISBN | : 1438406886 |
Lessons from Restructuring Experiences describes the process of collaborative educational reform in the context of the professional development school model. First-person stories and literature reviews show how "reformed" schools and universities look and assess the impact of such reform on students, teachers, and colleges of education. Intended for readers interested in establishing or assessing collaborative reform efforts, the book is organized in three units. The first provides an overview that will enhance readers' understanding of professional development schools and school restructuring. The authors review and highlight important concepts and processes in collaborative restructuring. The second unit brings the concepts and processes of collaborative change to life by sharing the stories of teachers and administrators in elementary and secondary professional development schools. The third unit addresses the complex issue of assessing the outcomes of restructuring in both schools and the university.