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ERIC Number: ED273698
Record Type: RIE
Publication Date: 1986
Pages: 38
Abstractor: N/A
Reference Count: 0
Achieving Quality Integrated Education.
Hawley, Willis D.; Rosenholtz, Susan J.
While desegregation is neither a necessary nor a sufficient condition for ensuring either equity or quality education for minorities, the evidence is convincing that it is "educationally more difficult" to improve student achievement in segregated schools. Desegregation offers the opportunity to enhance the quality of education, particularly when the definition of "quality education" extends beyond simply academic achievement. This paper describes the characteristics of schools and classrooms in which quality integrated education is most likely to occur. The conditions and practices that seem to differentiate academically effective schools from ineffective ones can be grouped into five categories: (1) teacher behavior and instructional practices, (2) leadership behavior and organizational characteristics, (3) learning environments, (4) learning resources, and (5) parent involvement. When school systems desegregate, changes occur in the community's attitude toward and relationship with schools; in addition, changes occur in the context and circumstances in which instructional and educational programs are presented. Increased attention must be directed toward parent involvement, school size, coherence of the curriculum, student discipline, the development of schoolwide norms which support achievement and order, and the other challenges of student diversity. (ETS)
NEA Professional Library, P.O. Box 509, West Haven, CT 06516 (NEA members $3.95; nonmembers $7.95).
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC. Research Div.