改变学校系统改进的说法

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Phi Delta Kappan Pub Date : 2024-03-05 DOI:10.1177/00317217241238102

Sharon Greenberg, Anthony S. Bryk

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引用次数: 0

摘要

各学区都在努力加快学生的学习进度，为他们的健康和幸福提供支持，并缩小成绩差距。芝加哥公立学校在 1987 年被评为 "最差"，但到 2017 年，它已跻身全美进步最大的学校系统之列。芝加哥的故事包含了许多关于系统变革的经验。莎伦-格林伯格（Sharon Greenberg）和安东尼-布里克（Anthony S. Bryk）阐述了当地的研究证据如何帮助领导者锁定几个高杠杆率的流程，并为其改善成果的持续努力提供依据。要大规模、高质量地实施这些流程，有赖于能力建设，而能力建设又需要时间。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Changing the school system improvement narrative

Districts are struggling to accelerate students’ learning, support their health and wellness, and close the achievement gap. Labeled “worst” in 1987, by 2017 Chicago Public Schools was among the nation’s most improved school systems. Chicago’s story embeds many lessons about system change. Sharon Greenberg and Anthony S. Bryk illustrate how local research evidence helped leaders target a few high-leverage processes and informed their ongoing efforts to improve outcomes. Achieving quality enactment of these processes at scale depended on building capacity, which, in turn, took time.

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来源期刊

Phi Delta Kappan EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

8.30%

发文量

143

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