Making Some Modest Strides: The Story of Downtown Elementary School DESReportar como inadecuado




Making Some Modest Strides: The Story of Downtown Elementary School DES - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.



International Electronic Journal of Elementary Education, v1 n3 p101-123 Jun 2009

This paper discusses research, (its process and results), on an inner city school. It highlights the methods of data collection used in the research and discusses the findings. Methods of data collection include observation, interview and documentary information. Results indicate that the school in question is making modest strides, in terms of serving its students and the community in which it is located, through its school improvement programs. Besides making other strides, Downtown Elementary School (DES) strives to be a pedagogical community and a place where praxis (simplified definition: the interrelationship/interaction between practice and theory) is being practiced at its best. DES is unique because it concurrently runs two contemporary school reform programs, namely, magnet and professional development school (PDS). The paper describes how these innovative ventures operate at DES and the implications of the juxtaposition of the two programs.

Descriptors: Elementary Schools, Effective Schools Research, Educational Practices, Urban Schools, Observation, Position Papers, Educational Research, Educational Improvement, Improvement Programs, School Effectiveness, Participant Observation, Professional Development Schools, Teacher Attitudes, Parent Attitudes, Administrator Attitudes, Family Involvement, After School Programs, Computer Literacy, Media Literacy, Praxis, College School Cooperation, Teacher Collaboration, Cultural Context, Semi Structured Interviews, Ethnography

International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee[at]iejee.com; Web site: http://www.iejee.com





Autor: Alenuma, Sidonia Jessie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3965&id=EJ1052022







Documentos relacionados