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ERIC Number: ED361893
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Change and Challenge: A Longitudinal Study of an Accelerated School Parent Involvement Cadre.
Ferrara, Margaret M.; Knight, Stephanie L.
The Accelerated Schools program is a popular school restructuring model that targets at-risk students. To serve at-risk students better under the Accelerated Schools program, schools must establish a governance program in which cadres of school practitioners and community members become involved in the decision making. Decisions of these cadres and the school-as-a-whole should be made within the parameters of an inquiry process. The process can take about 6 years and depends greatly on whether the cadres meet regularly, follow a systematic process of problem solving, and use a group process of inquiry. A qualitative study of a parent involvement cadre in an elementary Accelerated School in an urban area was done over a 3-year period. The study explored parent involvement, challenges to parent involvement, utilization of the inquiry process by parents, and the direction of parent involvement. Interviews, observation, and analysis of documents were used in the study. Findings showed that cadre membership remained relatively stable. Parent involvement was hindered by meeting times, limited budgets, and communication problems. The inquiry process was used effectively by the cadres. Also, parents became involved in the classroom as teacher assistants and in adult literacy programs. (Contains 11 references.) (JPT)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A