Sentences with phrase «urban school reforms based»

As the evidence of urban school reforms based on the Superman model accumulates, it is becoming clear that most have been unable to turn a single superintendency into a continuing regime: a lasting organization that continues after the high profile superintendent leaves.

Not exact matches

Core courses and electives are taught by recognized leaders from across Harvard's graduate programs in fields like data - based education reform, organizational change and innovation, and effective leadership strategies for urban schools.

«Even though the law says a lot about parent involvement, parents are usually on the other end of one - way communication,» said Lauren E. Allen, the senior program director for accountability at the Cross City Campaign for Urban School Reform, based in Chicago...

The Cross City Campaign for Urban School Reform — a Chicago - based group that works with schools and communities in nine cities — studied how Chicago, Milwaukee, and Seattle implemented instructional improvement plans between 2000 and 2003.

- Donald R. McAdams is executive director of the Houston - based Center for Reform of School Systems and the author of Fighting to Save Our Urban Schools... and Winning!

We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools.

Insight in action As part of collaborative reform efforts to improve K - 6 science education across multiple urban school districts, a teacher leader was selected from each participating elementary school based on his / her knowledge of science.

Providing embedded professional development within curriculum materials is a necessary and transformative educational mechanism to counter professional development constraints that challenge teachers who adopt and implement reform - based science curriculum in urban school systems (Fishman, Marx, Best, & Tal, 2003).

A new study based on the Annenberg Institute on School Reform's (AISR) work with the Transatlantic School Innovation Alliance (TISA) adds to the emerging literature supporting the idea that peer networks among educational practitioners, both within and across schools, can improve teaching and learning.In England, there has been a focus over the past decade on developing formal peer networks, especially in urban settings that have traditionally underperformed relative to other areas of the country.

The California Collaborative on District Reform joins researchers, practitioners, policymakers, and funders in ongoing, evidence - based dialogue and collective action to improve outcomes for all students in California's urban school systems, with particular attention to equity and access for traditionally under - served students in the state.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

Key examples include Cawelti and Protheroe's (2001) study of change in six school districts in four states; Snipes, Dolittle and Herlihy's (2002) case studies of improvement in four urban school systems and states; Massell and Goertz's (2002) investigation of standards - based reform in 23 school districts across eight states; McLaughlin and Talbert's (2002) analysis of three urban or metropolitan area California districts; Togneri and Anderson's (2003) investigation of five high poverty districts (four urban, one rural) from five states; and several single - site case studies of district success (e.g., Hightower, 2002; Snyder, 2002).