ERIC Number: ED335425
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
At-Risk Students and School Restructuring.
Kershner, Keith M., Ed.; Connolly, John A., Ed.
This collection of 16 reports asserts that at-risk students are best served by extensive modifications of schools, or "restructuring." Successful restructuring must include a comprehensive approach to changing the educational environment and have a critical impact on students and teachers, the largest of the school constituencies. Section 1, "Definitions," includes three reports that attempt to define the characteristics of at-risk students, identify their problems, and establish criteria for school restructuring. Section 2, "At-Risk Students," includes five reports on the following topics: (1) how at-risk students learn; (2) the role of teacher expectations; (3) the need for caution in competency testing; (4) the effects of educational reform on Hispanic American students; and (5) at-risk students in nonurban schools. Section 3, "Restructuring Schools," includes six reports on the following topics: (1) the role of state government; (2) curriculum reform; (3) the principal as leader; (4) increasing parent involvement; (5) building commitment among students and teachers; and (6) a view of the school as a place to work. Section 4, "Lessons From Successful Schools," includes two reports on effective restructuring programs at the elementary and secondary levels. Three tables of statistical data and four figures are included. A 16-item bibliography is appended. (FMW)
Descriptors: Demonstration Programs, Educational Change, Educational Environment, Elementary Secondary Education, High Risk Students, Hispanic American Students, Hispanic Americans, Leadership Responsibility, School Restructuring, Student Characteristics, Student Needs
Research for Better Schools, 444 North Third Street, Philadelphia, PA 19123.
Publication Type: Collected Works - General
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.