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ERIC Number: ED429264
Record Type: Non-Journal
Publication Date: 1997-Oct
Pages: 44
Abstractor: N/A
Reference Count: N/A
School Variation and Systemic Instructional Improvement in Community School District #2, New York City. High Performance Learning Communities Project.
Elmore, Richard F.; Burney, Deanna
This paper describes how Community School District 2 has dealt with individual school variability in the context of an ambitious system-wide instructional improvement effort, and it identifies questions, principles, and practical ideas that can be used to increase the capacity of District 2 to engage in systemic improvement. The paper suggests that it is possible, by focusing on the fundamentals of teaching and learning in a sustained way over time, to realize significant gains in student performance. It contains the following five sections: (1)a description of Community School District 2 and its strategy for system-wide instructional improvement; (2) a discussion of the tensions between the assumptions of systemic improvement strategies and the specific conditions of the "real world of schools" as seen in District 2; (3) an analysis of the basic tenets of District 2's emerging theory of action regarding systemic instructional improvement and school variability contrasted with the district's "theory in use"; (4) an analysis of District 2's principals' perspectives on the systemic instructional improvement strategy, which reports the findings of interviews with principals in the first year of the High Performance Learning Communities Project study; and (5) questions, principles, and ideas for how school systems can handle the issue of school variability in the context of systemic improvement. Contains 2 tables of data. (NKA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.