Teaching and Learning Conditions Improve High School Reform EffortsReport as inadecuate




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The North Carolina high school reform movement is focused on creating small, personalized and academically rigorous schools that increase graduation rates, reduce suspension and expulsion rates, increase college going rates and reduce college remediation rates. This report indicates that redesigned and early college high schools in North Carolina vary in terms of design, organization, and instructional practices. However, each is fundamentally committed to a common vision of creating meaningful relationships with students, providing students with relevant instruction that prepares them for the realities of the world around them and ensuring rigorous learning opportunities that help them excel in college and the workforce. This report describes how redesigned and early college high schools provide working conditions for teachers that contribute to rigor, relevance and relationships, ensuring that all students develop skills for critical thinking, problem solving, communication, collaboration and innovation. It describes how teachers' working conditions--such as time, professional development, empowerment, leadership, and facilities and resources--are intricately and significantly tied to their students' learning objectives and outcomes. The following are appended: (1) Case Study School Selection Criteria; (2) Case Study School Names and Demographics. (Contains 3 tables and 3 endnotes.) [This document was prepared by the Center for Teaching Quality. Funding for this research was provided by the North Carolina Business Committee for Education and the Center for 21st Century Skills.]

Descriptors: High Schools, Teaching Methods, Educational Change, School Restructuring, Graduation Rate, Expulsion, Case Studies, Educational Improvement, College Attendance

Center for Teaching Quality. 976 Airport Road Suite 250, Chapel Hill, NC 27514. Tel: 919-951-0200; e-mail: contactus[at]teachingquality.org; Web site: http://www.teachingquality.org









Author: Center for Teaching Quality

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6622&id=ED496086







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