Implementing Complex Change in Urban Elementary Schools [electronic resource] / Mary S. Leighton and Alta Shaw.
This paper describes the Success for All Program and items that need be considered when the program is implemented in elementary schools. The program includes one-to-one tutoring; frequent assessment; a family support team; innovative curriculum approaches in reading, writing, and language arts; and...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED317310 | ||
| 100 | 1 | |a Leighton, Mary S. | |
| 245 | 1 | 0 | |a Implementing Complex Change in Urban Elementary Schools |h [electronic resource] / |c Mary S. Leighton and Alta Shaw. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 20 p. | ||
| 500 | |a ERIC Document Number: ED317310. | ||
| 500 | |a Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: OERI-R117-R9002. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). |5 ericd. | ||
| 520 | |a This paper describes the Success for All Program and items that need be considered when the program is implemented in elementary schools. The program includes one-to-one tutoring; frequent assessment; a family support team; innovative curriculum approaches in reading, writing, and language arts; and other interventions. Discussion expands on variables important to program replication, including: (1) characteristics of the proposed change; (2) three contextual variables that appear to be important at the school level; (3) six significant factors that are controlled at the district level; and (4) two factors external to the school system that influence the success of new programs. A program facilitator guides implementation of the Success for All Program in each new school site. The facilitator teaches new strategies, coaches teachers, maintains an inventory of materials, manages periodic assessments, forms instructional groups, coordinates the work of tutors and reading teachers, and participates in grade group and family support team meetings. The facilitator ensures that the program provides for each child a web of supportive services that assures success. A facilitator's typical day is described. (RH) | ||
| 650 | 1 | 7 | |a Basic Skills. |2 ericd. |
| 650 | 0 | 7 | |a Case Studies. |2 ericd. |
| 650 | 1 | 7 | |a Change Agents. |2 ericd. |
| 650 | 0 | 7 | |a College School Cooperation. |2 ericd. |
| 650 | 1 | 7 | |a Educational Change. |2 ericd. |
| 650 | 0 | 7 | |a Educational Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Profiles. |2 ericd. |
| 650 | 0 | 7 | |a Program Descriptions. |2 ericd. |
| 650 | 1 | 7 | |a Program Implementation. |2 ericd. |
| 650 | 0 | 7 | |a Student Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Success. |2 ericd. |
| 650 | 1 | 7 | |a Urban Schools. |2 ericd. |
| 700 | 1 | |a Shaw, Alta. | |
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