Accelerated schools programmes: Assessing their effectiveness

Accelerated School Programmes (ASPs) apply three principles designed to raise schools' effectiveness and to narrow the gap between low-achieving and high achieving students. These principles are: (1) giving the school a unifying purpose or vision; (2) allowing the school greater autonomy in its...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:International review of education Jg. 47; H. 1-2; S. 7 - 2<7-29
1. Verfasser: Gaziel, Haim
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Dordrecht Kluwer Academic Publishers 2001
Springer
Schlagworte:
Academic achievement
At risk students
Bildungsmanagement
Curriculum
Educational administration
Educational sciences
Effizienz
Empirische Untersuchung
High schools
Israel
Lehrerfortbildung
Leistung
Magnet schools
Mitbestimmung
Personal empowerment
School admission
School dropouts
School principals
Schule
Schulkultur
Schulprogramm
Schulverwaltung
Schüler
Schülerleistung
Selbstverwaltung
Teachers
Teaching methods
Versuchsschule
Israel
Teaching method
Educational Policy
Teaching curriculum
Efficiency
Institutional Evaluation
ISSN:0020-8566, 1573-0638
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Accelerated School Programmes (ASPs) apply three principles designed to raise schools' effectiveness and to narrow the gap between low-achieving and high achieving students. These principles are: (1) giving the school a unifying purpose or vision; (2) allowing the school greater autonomy in its own managment; (3) developing a collaborative approach to teaching, involving teachers, students, parents and the community. This article examines the effectiveness of ASPs on the basis of a study of four comprehensive schools in Israel. While the size of the sample is small, the positive results indicate that similar research on a wider scale would be valuable in shaping future educational policy. (DIPF/orig.)
ISSN:0020-8566
1573-0638
DOI:10.1023/A:1017574123845