ERIC Number: ED386804
Record Type: RIE
Publication Date: 1995
Understanding How School Change Really Happens: Reform at Brookville High.
Cohen, Rosetta Marantz
The first 3 years of one high school's efforts at school change are detailed in this book. It describes the implementation of the Quest Program, a teacher-designed, interdisciplinary experiment in curricular reform at Brookville High School (a pseudonym), Massachusetts. The participants--teachers, administrators, students, parents, and college collaborations--worked together to create an alternative class of ninth-graders with the simultaneous goals of promoting critical thinking and high self-esteem. Data were obtained through participant observation, document analysis, interviews, and taped transcripts of meetings and classes. Part 1 presents historical background of the school, the design and implementation of the Quest Program from 1990 to 1993. Part 2 begins with a chapter that analyzes the roles of various players in the reform process and their losses and gains in the process of participation. The final chapter describes the larger lessons learned in the course of reform work: (1) recognizing the critical importance of funding; (2) balancing centralized and decentralized power; (3) utilizing the strengths of faculty; (4) using broad and patient assessments; (5) recognizing the limits of collaboration; and (6) bridging the gap between theory and practice. An index is included. Appendices contain an implementation timeline, sample curricula, an evaluation worksheet, and common principles of the Coalition of Essential Schools. (Contains 49 references.) (LMI)
Descriptors: Change Strategies, Cooperative Planning, Curriculum Development, Educational Change, High Schools, Interdisciplinary Approach, Interprofessional Relationship, Politics of Education
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-8039-6255-X, $18; hardcover: ISBN-0-8039-6254-1).
Publication Type: Books; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A