ERIC Number: ED273019
Record Type: RIE
Publication Date: 1985-Nov
Reference Count: 0
Which Way to Improvement? A Resource Guide for District and School Coordinating Councils.
Woods, Michele A.
Programs and practices that may be useful to those planning school improvements in the areas of discipline, student achievement, attendance, and drugs and alcohol are collected in this sampling of the broad array of programs available. The programs on discipline are aimed at classroom management, alternatives for the disruptive, conflict resolution, student peer support, and crime intervention. The drug and alcohol programs involve substance abuse centers, chemical health intervention, curricular offerings, a registry of staff development programs, and Students against Driving Drunk, a national student organization. The programs for increasing student achievement focus on study skills and work habits, peer supervision, study and tutoring centers, instructional techniques for team learning, management of time and content, and the development of staff awareness of the power of expectations. The section on student attendance reviews an alternative program, four district attendance policies, and a student attendance review committee. Each program description covers program characteristics, initiation dates, program accomplishments, costs, and sources for additional information. The programs offered apply to elementary education, secondary education, or both. Classroom-, school-, and district-level programs are included. (PGD)
Descriptors: Academic Achievement, Alcohol Education, Attendance, Discipline, Drug Abuse, Drug Education, Educational Improvement, Elementary Secondary Education, Faculty Development, Nontraditional Education, Peer Relationship, Program Costs, Program Descriptions, School Districts, Students, Study Skills
Publication Type: Reference Materials - Directories/Catalogs; Reports - Descriptive
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.