Transforming High Schools: Lessons Learned from Recent Reforms

2012 ◽  
pp. 41-52
Author(s):  
Pedro A. Noguera
Keyword(s):  
High Schools ◽  
Lessons Learned

scholarly journals Principal-Led State Evaluation Policy: Teacher Perceptions at Four High Schools

2021 ◽  
Author(s):  
Amanda Frasier
Keyword(s):  
High Schools ◽  
Teacher Evaluation ◽  
Teacher Perceptions ◽  
Classroom Practice ◽  
School Administrators ◽  
State Level ◽  
Lessons Learned ◽  
School Level ◽  
Evaluation Policy ◽  
Teacher Evaluation Policy

While policy makers have attempted to standardize teacher evaluation, policy is implemented and enacted by school administrators. This study addresses the following question: Considering the legislative efforts to remove control of evaluation from local figures, do teachers perceive school principals as influencing the implementation of state-level evaluation policy and, if so, in what ways? I examined interviews from 14 teachers across four high schools within a district in North Carolina derived from a larger mixed method case study of teacher perceptions of evaluation policy and classroom practice. The results suggest a state-centralized teacher evaluation policy, such as the one utilized at the time of this study, can look vastly different to teachers at the school-level due to principal enactment of the policy. Furthermore, the data suggest the following themes influenced policy implementation: the capacity of principals to evaluate in a timely manner, what a principal chooses to value in a policy, and the perceived effectiveness of a principal as an evaluator of teaching. By taking a closer look at what is happening “on the ground” between teachers and principals in four schools utilizing the same state-level evaluation policy, the lessons learned in this study can help inform future policies.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

Delivering Online Asynchronous IT Courses to High School Students

2011 ◽  
pp. 282-294
Author(s):  
Amy B. Woszczynski
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Online Courses ◽  
Lessons Learned ◽  
Asynchronous Learning ◽  
High School Level ◽  
School Students ◽  
Course Content ◽  
The University

As high schools begin to offer more distance learning courses, universities have an opportunity to establish partnerships to deliver online IT courses. Delivering online courses at the high school level, however, means overcoming obstacles that may not be faced at the university level. In particular, establishing partnerships with high schools requires politically savvy navigations of bureaucratic roadblocks while ensuring the integrity of course content and delivery. This chapter provides a primer on establishing relationships with high schools to deliver college-level IT curriculum to high school students in an asynchronous learning environment. We describe the curriculum introduced and discuss some of the challenges faced and the lessons learned.

scholarly journals Teaching and learning mission in the resistance boarding high school system in Southern part during 1945-1954 period

2019 ◽  
Vol 3 (1) ◽  
pp. 25-32
Author(s):  
Luu Van Quyet
Keyword(s):  
High Schools ◽  
Teaching And Learning ◽  
Professional Staff ◽  
Lessons Learned ◽  
The South ◽  
Material Resources ◽  
Current Period ◽  
Human Material ◽  
The Government ◽  
And Training

From 1945 to 1954, in addition to leading citizen of the South to conduct resistance against French colonialism; the Communist Party and the government, in particular the Southern Committee for Administrative Resistance always pay attention to train qualified and professional staff in order to serve and meet all requirements of revolutionary path. According to the actual needs of revolution, since 1948 a system of resistance boarding high schools has been formed in the Southern provinces in form of boarding and self-management. The curriculum is brief, concise. Study goes as a pair with practice to serve the resistance. In the difficult circumstances of war, education workers have overcome the lack of human material resources, or even unprecedented jobs to establish and operate an education system. It achieved great achievements. The results and lessons learned of the process of teaching and learning management in the system of boarding high schools in the South during the period of The Resistance War against France can be considered as a “special resistance education model”, in which its vitality and spread not only contributed greatly to the victory of the resistance, but also humanity, optimistic spirit, self-reliance, initiative and initiative in education and training has left insightful experiential lessons for the education of our country in the current period.

Partnerships for Progress

1991 ◽  
Vol 5 (2) ◽  
pp. 79-86
Author(s):  
Donald W. Robinson ◽  
Charles R. Granger ◽  
Barbara T. Holt ◽  
Doris A. Trojcak ◽  
Rickey George
Keyword(s):  
High School ◽  
Middle School ◽  
High Schools ◽  
School District ◽  
Future Development ◽  
Lessons Learned ◽  
University Of Missouri ◽  
The University ◽  
Programme Element ◽  
School Youth

The University of Missouri–St Louis Partnerships for Progress, Project Compete partnership programme was initiated in 1986 between the University and the St Louis School District, stimulated by a large grant from one major St Louis-based international corporation. Initially, the project involved only one major programme element, known as the ‘Bridge’ programme, which operated in two St Louis city high schools (grades 9–12). A second programme for high-school youth – the Engelmann Institute – was added in 1987, and a third programme, Access to Success, was added in 1988 to extend the programme to the middle school (grades 6–8). Each programme is discussed in this article, as are the lessons learned from Project Compete and its potential for future development.

scholarly journals Methodological Lessons Learned from Conducting Civic Education Research in High Schools

2012 ◽  
Vol 45 (04) ◽  
pp. 728-735 ◽  
Author(s):  
Elizabeth C. Matto ◽  
Timothy Vercellotti
Keyword(s):  
High Schools ◽  
Civic Education ◽  
News Media ◽  
Political Knowledge ◽  
Political Efficacy ◽  
Lessons Learned ◽  
Public High Schools ◽  
American Democracy ◽  
Potential Impact ◽  
Conducting Research

AbstractWith the growing size of the “Millennial Generation” and its potential impact on American democracy, the civic education of this cohort deserves study. Using news media and discussion of politics at home and in the classroom at four public high schools in New Jersey, we conducted an experiment to measure changes in media use, political knowledge, and political efficacy. Although the experiment generated useful substantive findings, we also learned important lessons about the challenges associated with conducting research in high schools. We present suggestions to aid in studying a crucial segment of the population: adolescents who are on the cusp of entering the electorate.

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