Restructuring in the Classroom: Teaching, Learning, and School Organization / Edition 1

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Overview

For the past decade, most efforts at educational reform have centered around the school restructuring movement—the idea that changing the way schools are organized will change how teachers teach and how students learn. Yet until recently there was very little research on the effects of school restructuring and how it actually affects what goes on inside the classroom. Restructuring in the Classroom goes into the classrooms of three elementary schools to take a detailed look at how teachers responded to changes in structure in their schools. The authors interviewed principals, teachers, parents, support staff, and district personnel to produce in-depth case studies of schools at various stages of restructuring, showing what the school had done to change its structure and how those changes had occurred. Selecting four teachers in each school for closer observation and discussion, the authors reveal how those teachers responded to the changes around them in their day-to-day practice in the classroom. They show, for example, how teaching practice is or is not affected by changes in the way students are grouped for learning, in the way teachers relate to groups of students and to each other, and in the way time is allocated to subject matter. The provocative portraits of schools and teachers in Restructuring in the Classroom will give anyone interested in school reform an in-depth picture of what the process of school restructuring looks like from within.

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Editorial Reviews

From the Publisher
"A lucid, vivid, and persuasive account of the slipperyrelationship between school organization and classroom teaching. Bymelding policy analysis and up-close observation, the authorsilluminate the really hard issues in improving instruction. Thisbook will shape educational research and reform for many years tocome." (David Tyack, Vida Jacks Professor of Education and History,Stanford University)

"A compelling demonstration that innovative organizationalstructures are often appropriated to enact teachers' priorconceptions of teaching. This confirms what our studies have found:that changes in school structure or even in teaching practice offerno guarantees for enhancing the intellectual quality of studentlearning." (Fred M. Newman, director, Center on Organization andRestructuring of Schools, and professor of curriculum andinstruction, University of Wisconsin, Madison)

Booknews
An analysis of school restructuring efforts based on extensive case studies of three schools at various stages of the process. The author presents detailed studies of how four teachers in each school responded to the organizational changes going on around them, as well as interviews with principals, teachers, parents, support staff, and district personnel. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780787902391
  • Publisher: Wiley
  • Publication date: 3/15/1996
  • Series: Education Series
  • Edition description: 1st ed
  • Edition number: 1
  • Pages: 288
  • Product dimensions: 6.26 (w) x 9.21 (h) x 0.86 (d)

Meet the Author

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.

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Table of Contents

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.

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