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ERIC Number: EJ860410
Record Type: Journal
Publication Date: 2009-Nov
Pages: 27
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1389-2843
Insights from Successful and Unsuccessful Implementations of School Reform Programs
Guhn, Martin
Journal of Educational Change, v10 n4 p337-363 Nov 2009
Past educational reforms were commonly found to be of limited success, due to the fact that schools alone cannot overcome the developmental challenges that poverty and ethno-cultural segregation impose upon many children. However, there are reports of some reform programs that have frequently been successful in low-achieving, poverty-ridden, and ethno-culturally segregated schools. In this paper, two such successful school reform programs--"School Development Program; Child Development Project"--were examined in order to identify processes linked to their frequent success, with a focus on the implementation and sustainability of these programs. The analysis was theoretically guided by Bronfenbrenner's "bio-ecological theory of human development." A web of interdependent processes, related to "relationship building, autonomy, resistance to change, competence, leadership, team support", and "school-family-community partnerships," was identified. These findings are discussed in regard to a conceptual and practical shift in school reform: (a) towards schools as caring communities that address universal human needs in culturally appropriate ways, with accountability tied to providing continuity and support to empowered students; and (b) away from schools that universally focus on narrow, externally imposed, and discriminatory outcome goals.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A