scholarly journals Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project

2000 ◽  
Author(s):  
Amy Petti
Keyword(s):  
School Reform ◽  
Teacher Practice ◽  
Comprehensive School ◽  
Comprehensive School Reform ◽  
Accelerated Schools ◽  
Powerful Learning ◽  
Accelerated Schools Project ◽  
Learning Labs

Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs

2007 ◽  
Vol 44 (2) ◽  
pp. 298-339 ◽  
Author(s):  
Richard Correnti ◽  
Brian Rowan
Keyword(s):  
School Reform ◽  
Literacy Instruction ◽  
Teaching Practices ◽  
Comprehensive School ◽  
Comprehensive School Reform ◽  
Success For All ◽  
Accelerated Schools ◽  
America's Choice ◽  
Accelerated Schools Project ◽  
Improvement Programs

This study examines patterns of literacy instruction in schools adopting three of America’s most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America’s Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large differences in literacy instruction between teachers in America’s Choice schools and comparison schools and between teachers in Success for All schools and comparison schools. In contrast, no differences in literacy teaching practices were found between teachers in Accelerated Schools Project schools and comparison schools. On the basis of these findings and our knowledge of the implementation support strategies pursued by the CSR programs under study, we conclude that well-defined and well-specified instructional improvement programs that are strongly supported by on-site facilitators and local leaders who demand fidelity to program designs can produce large changes in teachers’ instructional practices.

Inclusion and Comprehensive School Reform: Lessons from the Field

2006 ◽  
Vol 30 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Alan Bain ◽  
Julie Lancaster
Keyword(s):  
School Reform ◽  
Secondary School ◽  
Comprehensive School ◽  
Comprehensive School Reform ◽  
Lessons Learned ◽  
Reform Process ◽  
Inclusive Practice ◽  
Responsive Schools

AbstractSustaining comprehensive secondary school reform (CSR) represents an immensely difficult and unresolved challenge for the field. The problems associated with CSR are of significant concern to proponents of inclusion given that more responsive schools and classrooms are connected to, if not dependent upon, the success of broader school reform efforts. In this paper, we will employ the experience derived from a decade of practice in secondary school reform to interpret the findings from the CSR literature. We will extract lessons learned about the reform process to identify five key implications that seem to be preconditions for the success of comprehensive site-based reforms and lead to inclusive practice.

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