ERIC Number: ED396404
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
To Train or Not To Train: Implications from Case studies on Factors Affecting the Accelerated Schools Process.
Peters, William H.; And Others
This paper describes two case studies that assessed the effects of staff training in schools participating in the accelerated schools model (Levin 1990). The model stresses the importance of total school-community involvement and shared decision making during all stages of the acceleration process. The two schools included a middle school (grades 7 and 8) and a junior high school (grades 5-8). Data were derived from two questionnaires completed by 27 teachers and administrators at the middle school and by 81 teachers and administrators at the junior high school, informal interviews, and observation. The unique characteristics at both school sites contributed to their failure to fully embrace the accelerated-schools model. At school 1 (the middle school), the principal did not share power with staff. At school 2 (the junior high school), teachers were concerned about time commitment and the immediate impact of the model on student scores. The data indicate that training cannot be effective unless: (1) a community of learners is willing to participate with the understanding that the first year is basically a training/preparation year; (2) the school is totally committed to the process; (3) the school has an administrative and environmental support system; (4) the training team has support from the school administrator; and (5) there is an absence of external forces affecting the school. (Contains 14 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Accelerated Schools
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).