Ffectiveness. the Second the Nation

DOCUMENT RESUME_., SP 026 534 ED 257 837 Kyle, Regina M. J., Ed. AUTHOR Effective Schools TITLE Reaching for Excellence: An Sourcebook. White (E.H.) Co., SanFrancisco, Calif. INSTITUTION DC. SPONS AGENCY National Inst. ofEducation (ED), Washington, Teaching and Learn,ngProgram. PUB DATE May 85 400-81-0004 CONTRACT Teaching and Instruction NOTE 244p.; Prepared for Division, Teaching andLearning Program. Printing AVAILABLE FROMSuperintendent of Documents,U.S. Government Office, Washington, DC20402 ($9.50). Collected Works - PUB TYPE Information Analyses (070) -- General (020) --Guides - Non - Classroom Use(055) EDRS PRICE MF01/PC10 Plus Postage. *Educational Innovation; DESCRIPTORS *Educational Change; Elementary SecondaryEducation; *Improvement Programs; Policy.Formation; ResearchUtilization; *School Effectiveness IDENTIFIERS *Excellence in Education ABSTRACT studies on This sourcebooksynthesizes findings from The prefatoryoverview emphasizes key school improvement programs. that comprise the themes and issuesaddressed in the seven papers discusses the role ofstaff development, and body of the document, policy. The papers examines the process oftranslating research into summarize the findings ofresearch according todifferent effective classroompractices in elementary perspectives: (1) secondary schools; (3) schools; (2) effectiveclassroom practices in practices at each level;(4) district and effective schgol school management and state-level practiceswhich support effective instruction; and (5)criteria and methods fOrmeasuring section presents adirectory of Successful ffectiveness. The second the nation. effective schools programscurrently implemented across of which 13 weredeveloped by local school It describes 39 programs, education, and 17 blother districts, 9 by statedepartments of regional laboratories,universities, and organizations, including bibliography research institutions. Aprogramdirectory index and a are included.(JD) *********************************************************************** that can be made Reproductions suppliedby EDRS are the best from the originaldocument. **********************************i************************************ t' O REACHING FOR EXCELLENCE AN EFFECTIVE SCHOOLS SOUICEBOQIC UI, DIPARTNIENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI This document hes been reproduced es received hom the person or organitotion originating It Minor changes have been made to improve reproduction quality. 6 Points of view or opinions stated in this docu ment do not necosserily represent official me 2 position or policy 9 ta,. REACHINGFOR EXCELLENCE A AN EFFECTIVE SCHOOLS SOURCEBOOK 11 MAY 1985 The National. Institute of Education 11.8. ISopyinuoil I 1011 n.t: amon Prepared for Teaching and Instruction Division, Teaching and Learning Program National Institute of Education, Mail Stop 1805, 120019th Street, N,W, Washington, D.C. 20208 202/254-5407 en This pubbcation was prepared under NIE &Attract No. 400081-0004 for the National Institute of Education, Department of Education. However, the opinions expressed in this publication do not necessarily reflect the positions or policies of the National institute of Education or the Department of Education. ii REACHING FOR EXCELLENCE`N. AN EFFECTIVE SCHOOLS SOURCEBOOK REGINA M. J. KYLE EDITOR. E. H. WHITE & COMPANY U.S. GOVERNMENT PRINTING OFFICE WASHINGTON: 1985 For Sale by the Superintendent of Docunients, U.S. Government Printing Office Washington, D.C. 20402 cc 5 FOREWORD Thelast few years have been highly significant for American education. The National Commission on Excellence, which began its work in August, 1981,. gathered important testimony from interested citizens around thecountry and input from professional educators at all levels. It also commissionedmore than 40 scholarly papers. Based on this voluminous information, the Com- mission issuecl its report, A Nation at Risk, in April,-1983:Thereport has been well received by educators and general public alike. More importantly, it has served as a catalyst for debate and fostered renewed and vigorous interestin improving the quality of our nation's schools. Many policy makers and practitioners at the state and local levels are diligently involved in school improvement. lb help them accomplish their purposes, they are turning more and more to the research community for assistance in sorting out the tremendous complexities of school renewal, thus forginga stronger and healthier partner- ship between practitioners and researchers than has existed previously. Anex- cellent example of this new relationship is the Effective Schoolsmovement, which has been responsible for generating one of the most positive and hope- ful findings in recent yearsthat public schools whidhare properly organized and managed can make a significant difference in the educational achievement of children from disadvantaged communities. This finding has also servedto increase our understanding of the factors which contribute to improving the quality of instruction for all students. Based on the efforts of dedicated scholars during the last decade,we have been able to identify schools in urban areas where children from low-income families are performing well in school. Researchers have carefully examined these schools and have been able to describe characteristics that differentiate them frotii their less-productive counterparts. The findings have been influ- ential in generating extensive research on school improvement. They have spawned a great deal.of interest on the part of practitioners and policy makers on how best to implement the most useful outcomes of Effective Schools research. The present document, developed from papers commissioned fromsev- eral researchers in the field, by the National Institute of Education,presents concise summaries of the research, base as well asa directory of programs around the country which are promoting effective practicesat the building and district levels. We are pleased to share the dedication and hard work of all those who assisted NI1 in this effort. It is through collaborative work such as this that education of high quality is being made available to America's children. Jeffry Schiller Emerson J, Elliott Acting Associate Director Acting Director Teaching and Learning Division National Institute of National Institute of Education Education ACKNOWLEDGMENTS Many people have contributedtheir efforts at various points in the development of..this sourcebook. Special thanks are due to former Secretary of Educatioif Terre H. Bell who initiated the project,as well as to the present' Secretary of Education William J. Bennett. Theirsupport has truly been a commitment to excellence in education. We want to express our gratitude especiallyto David C Berliner of the University of Arizona, Lovely H. Billups of the American Federationof Teachers, and Peter R. Greer of the Portland,Maine Public Schools. All three participated in meeting's and reviewedmany portions of the sourcebook. We are also indebted to John Di Nunzio of the West Grove Public Schools in West Grove, Pennsylvania, James Fennessey of the Johns HopkinsUniversity, Shirlie Hutcherson of the Hutchinson Public Schools in Hutchinson,Kansas, Judith Warren Little of the Far WestLaboratory for EducationalResearch and Development, and James Vasquez of the Edgewood School Districtin San Ailtonio, Texas, for their adviceon various segments of the project. In the fall of 1984 we had the opportunity to pilot testsome materials from the 'sourcebook through the cooperation of the Region III officeof the l'' of Education. The assistance we received from Eugene "Sonny" Kane, the Secretary's Regional Representative, and his staff,Gerald Weinstein and Patricia Carey,was most helpful. The thoughtful questions and comments of the participants in the seminars held in Washington,D.C1 and Baltimore, Maryland guidedus through a critical phase in shaping the sourcebook. Several National Institute of Education staff have helpedto nurture the work over the months. Michael Cohen, formerlya Senior Research Associate at NIE, first presented the idea to us. Virginia Koehler, former Assistant Director for Teaching and Instruction,was supportive of initial project activities. Senior Research Associate Rene C. Gonzalez has servedas a thoughtful and concerned project monitor, and John L. Taylor, Acting AssistantDirec- tor of the Teaching and Instruction Division, has encouraged and proddedus as needed to the full realization of the work. The design consultant for the Sourcebookwas Lynette R. Ruschak. Barbara J. Dutchak of the E.H. White staffwas responsible for all phases of production. Their patience and dedicated efforts transformed the individual components into a unified whole,Katana M. Dixon ofthe E. H. White staff assisted in organizing the planning meetings and follow-up activities ofthe project. To all of these people and to others who have helpedus at various stages in this endeavor, we express our gratitude. The authors, of course, accept full responsibility for theirown work. Ti-IE EDITOR vli Tableof Contents FOREWORD ACKNOWLEDGMENTS vii INTRODUCTION 1 Rene C. Gonzalez, " SHAPING VISIONS: THEMES AND ISSUES OF THE SOURCEBOOK 5 Regina M.J. Kyle PART 1: THE KNOWLEDGE BASE AND ITS IMPLICATIONS FOR PRACTICE Chapter 1: EFFECTIVE ELEMENTARY CLASSROOM PRACTICES 19 Jane Stallings Chapter 2: EFFECTIVE ELEMENTARY SCHOOLS 39 Steven T Bossert Chapter 3: EFFECTIVE SECONDARY CLASSROOM PRACTICES 55 Walter Doyle Chapter

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