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Contrasting district practices : school districts that effectively serve educationally disadvantaged children

Author: Ronald G Corwin; Cristi L Carson; Educational Resources Information Center (U.S.)
Publisher: Los Alamitos, CA : Southwest Regional Laboratory ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1994]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
This is an interpretive summary of information from a multiple case study of 11 school districts in California, Arizona, and Nevada conducted in the spring and fall of 1992 as part of a larger set of strategies to work on solutions to the challenges facing schools in metropolitan areas of the Pacific Southwest. Rather than presenting a set of empirical findings, this paper constructs a hypothetical district as a  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Ronald G Corwin; Cristi L Carson; Educational Resources Information Center (U.S.)
OCLC Number: 34749769
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 96-0262-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1995]. 1 microfiche.
Description: 1 volume
Other Titles: School districts that effectively serve educationally disadvantaged children
Responsibility: Ronald G. Corwin and Cristi L. Carson.

Abstract:

This is an interpretive summary of information from a multiple case study of 11 school districts in California, Arizona, and Nevada conducted in the spring and fall of 1992 as part of a larger set of strategies to work on solutions to the challenges facing schools in metropolitan areas of the Pacific Southwest. Rather than presenting a set of empirical findings, this paper constructs a hypothetical district as a composite ideal, the "high-performance district." The high-performance district has a distinctive pattern of organization attributed to: (1) the school board, the superintendent and other administration, (2) the structure of authority and incentives, and (3) school programs and support facilities. Its programs are the logical outcomes of its history, and characteristically include innovation, a multicultural focus, high standards, and flexible organizational designs. The teachers are regraded as competent, treated as professionals, and provided with inservice educational programs. Community relations are characterized by respect for the cultural integrity of diverse households and opportunities for parent and family involvement. Four tables and three figures present information from the case studies. (Contains 12 references.) (Sld).

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