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ERIC Number: ED263652
Record Type: RIE
Publication Date: 1985
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Beyond Effective Schools to Good Schools: Some First Steps.
Purkey, Stewart C.; Degen, Susan
R&D Perspectives, Spr 1985
Research indicates that the characteristics of schools can affect student performance. School improvement reforms depend on the involvement of individual teachers and administrators, but research also suggests that individuals are more likely to commit themselves to change when a positive, supportive change environment pervades the entire organization. The good school can be characterized as one that follows processes identified as conducive to school improvement. In addition to exhibiting the high standardized test scores typical of effective schools, good schools exhibit high student performance in behavioral, vocational, and cognitive areas, and serve all students equitably. Quickly implemented characteristics typical of good schools include school site management, strong leadership, staff stability, curricular articulation and organization, schoolwide staff development, parental and community involvement, schoolwide recognition of academic success, maximization of learning time, and district support of change. More slowly implemented characteristics include collaborative planning and collegial relationships, a sense of community, the sharing of goals and high expectations, and order and discipline. First steps in a change program should involve communicating fully with the staff, placing staff representatives in leadership roles, reviewing the school climate, and developing a workable change program based on clear goals. (PGD)
Publication Sales, Center for Educational Policy and Management, College of Education, University of Oregon, Eugene, OR 97403 ($.35).
Publication Type: Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.