ERIC Number: ED332276
Record Type: RIE
Publication Date: 1990-Apr
Reference Count: N/A
Accelerated Schools: The Inquiry Process and the Prospects for School Change.
Polkinghorn, Robert, Jr.; And Others
An assessment of two pilot accelerated schools using the inquiry process model for the transformation of school culture and classroom practices in serving at-risk students is presented in this report. The inquiry process is a central feature of the accelerated school, a comprehensive school renewal initiative. The traditional approach to changing educational practice, staff development, is ineffective in that it fails to include transformation of the school culture. The accelerated school vision is based on university-school collaboration, three guiding principles (unity of purpose, empowerment, and building on strengths), and four values (participation, communication, reflection, and experimentation). Pilot school results include increased participant inquiry, school-sponsored community meetings, and changes in the retention policy. Implications for staff development planning include analysis of the school as an organization, recognition of the school community as a knowledge resource, and empowerment of teachers and parents. (26 references) (LMI)
Descriptors: Acceleration (Education), Classroom Environment, Classroom Techniques, College School Cooperation, Cooperation, Cultural Context, Educational Innovation, Elementary Secondary Education, High Risk Students, Inservice Teacher Education, Instructional Effectiveness, Instructional Improvement, Models, Participative Decision Making, School Culture, School Effectiveness, Staff Development
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).