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ERIC Number: ED467221
Record Type: Non-Journal
Publication Date: 2000
Pages: 192
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8077-3945-6
Good Schools/Real Schools: Why School Reform Doesn't Last. The Series on School Reform.
Fink, Dean
Throughout the Western world, there appears to be a consensus that schools have failed to prepare children for the challenges of the emerging information age. Many high schools that start out as innovative or "break-the-mold" lose their momentum and experience an "attrition of change." They end up becoming like any other "mainstream" high school, focusing on survival and continuity. Lord Byron High School was chosen as a case study of this attrition of change because of the author's involvement within the school structure, and acquaintance with, and therefore ability to obtain information from, administrative, teaching, and other staff members during different times of the school's development. Chapter 1 provides a contextual basis for a study of change and introduces the conceptual framework for the study. Chapter 2 briefly outlines the history of Lord Byron High School as a point of reference for the analytical chapters that follow. Chapters 3 through 8 each develop one of the six conceptual structures used to collect, analyze, and record study results: context, meaning, leadership, structure, culture, and the lives and work of teachers. The final chapter provides a summary of the findings of this study and suggests its implications for policy and research. (Contains 239 references.) (RT)
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (clothbound: ISBN-0-8077-3945-6, $50; paperback: ISBN-0-8077-3944-8, $22.95). Tel: 212-678-3929; Fax: 212-678-4149; Web site:
Publication Type: Books; Reports - Research
Education Level: N/A
Audience: Community; Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada