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ERIC Number: ED374548
Record Type: Non-Journal
Publication Date: 1994
Pages: 23
Abstractor: N/A
Reference Count: N/A
Becoming a True Middle School: Cultural Transformation of Accelerated Middle Schools.
Finnan, Christine R.; Hopfenberg, Wendy S.
The Accelerated Schools Project is based on the premise that all children can learn and can learn at high levels. It provides both a philosophy and a process for schools interested in making radical change. The philosophy is built on the following three principles: unity of purpose, empowerment coupled with responsibility, and building on strengths. This paper describes the experiences of one middle school with two reform efforts. In the first instance, reform was imposed on the school when it was designated as a desegregation magnet school. In the second situation, the school community chose to reform itself by deciding to participate in the Accelerated Schools Project. The experiences of Drayton School demonstrate that true middle school reform will occur when schools are perceived as culture-bearing institutions. Rather than viewing schools as resistant to change, educators must understand how to build capacity within schools to achieve the goals within their school culture. Reform will also occur when change is not forced on schools. Finally, reform will flourish when it is guided by a philosophy that makes sense to all members of the school community and a process in which all members participate to implement and sustain the changes. Contains 24 references. (LMI)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Stanford Univ., CA.