NotesFAQContact Us
Search Tips
ERIC Number: ED334703
Record Type: Non-Journal
Publication Date: 1991-Mar-20
Pages: 99
Abstractor: N/A
Reference Count: N/A
National Center on Effective Secondary Schools: Final Report on OERI Grant No. G-008690007.
Newmann, Fred M.; And Others
Findings of six projects conducted by the National Center on Effective Secondary Schools are presented in this report. The center's mission is to improve the academic achievement of all students, focusing on the disadvantaged and less successful. The first project described is the Clearinghouse on Academic Achievement, which presents an updated bibliography and synthesis of research relevant to school improvement. A second study, "Noninstructional Influences on Adolescent Engagement and Achievement," examines the ways in which family background, peer groups, workplace, and extracurricular activities affect student achievement and engagement. "The Stratification of Learning Opportunities in Middle and High School" explores ways in which student opportunities to learn through authentic discourse may mediate the effects of tracking and ability grouping on student achievement. Strategies for the promotion of higher order thinking in high school social studies and their constraints are investigated in "Higher Order Thinking in the High School Curriculum." Project 5, "Research on Programs and Policies To Serve At-Risk Students," studies special programs and community interventions to improve achievement and engagement of at-risk students. The sixth project, "Alternative Structures and the Quality of Teachers' Worklife," analyzes the conditions and structures that promote teachers' engagement in their work. Two figures and individual bibliographies are included, as well as agency information on dissemination and management procedures. Appendices include lists of publications and advisory groups. (LMI)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.