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ERIC Number: ED243193
Record Type: RIE
Publication Date: 1983-Jan
Pages: 213
Abstractor: N/A
Innovation and Change in American Education. Kensington Revisited: A Fifteen Year Follow-Up of an Innovative Elementary School and Its Faculty. Volume IV--The Kensington School Today: Sailing Stormy Straits, A View of Educational Policy. Final Report.
Dwyer, David C.; And Others
This fourth volume of a six-volume study of a school district code-named "Milford" provides an ethnographic account of Kensington School today. Tracing the school's development through the 1979-80 school year, the study's central metaphor is of a ship on a perilous journey. Chapter 1 describes the school's opening day and "Crosscurrents in Kensington's Course." Chapter 2 explores Kensington's "turbulent environment" at the federal, state, and local levels. Chapter 3's exposition of "The Views from the Principal's Office" examines the tenure of four successive principals. Chapter 4 focuses on Kensington staff and on pedagogy in Kensington's classrooms, including sections on instructional goals and objectives, curriculum and instruction, instructional styles and methods, and instructional control. In chapter 5, "Between the Lines: An Emerging Concept of Organizational Identity," the authors look closely at Kensington's building, its past, staff, instructional program, and facades and realities. The final chapter, "Implications for Thought and Practice," discusses longitudinal nested systems and educational policy perspectives and offers a summary and conclusions. In order to protect the anonymity of the school district studied in such detail, pseudonyms have been used for all place names (school, school district, city, county, state) and personal names (school superintendents, school board members, teachers, students) appearing in the various volumes of this set. (JBM)
Publication Type: Reports - Research; Historical Materials
Education Level: N/A
Audience: Researchers; Administrators; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Washington Univ., St. Louis, MO. Graduate Inst. of Education.
Note: For other volumes in this set, see EA 016 683-687. For previous related documents, see ED 225 228-231.