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Accelerated Schools in Action - Book Cover

Accelerated Schools in Action

Lessons from the Field
This book provides unique insights into one of the United States' most comprehensive school-restructuring movements, the Accelerated Schools Project. Since its inception in 1986, the Project has aimed to transform school cultures which slow down learning through remediation into cultures which accelerate the learning of all students. The contributors to the book explore the challenges which face those involved in the Project.

Full description


Accelerated Schools in Action - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9780803962439
  • Published By: Corwin
  • Year: 1995
  • Page Count: 344
  • Publication date: October 17, 1995
Price: $40.95
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Description

Description

Accelerated Schools: The Background; Henry M. Levin 2.
Author(s)

Author(s)

Christine Finnan photo

Christine Finnan

Christine Finnan holds a joint position as an associate professor in the Foundations, Secondary, and Special Education Department and the Anthropology Department at the College of Charleston in Charleston, SC. Prior to assuming this position, she was an associate professor in the Early Childhood, Elementary, and Middle Grades Department. In this capacity, she helped develop curriculum for a BS in elementary education, preparing graduates to work in second- to sixth-grade classrooms.

Since 1990, Finnan has been involved in school reform initiatives, particularly the Accelerated Schools Project and more recently Partners for Acceleration. Using her anthropological lens, she examines the interplay between school and classroom culture and reform models. She works closely with teachers, observing in classrooms and providing professional development.

Finnan coauthored Accelerating the Learning of All Children: Cultivating School, Classroom and Individual Change (Westview Press, 2000) with Julie D. Swanson and co-edited Accelerated Schools in Action: Lessons from the Field (Corwin Press, 1996) with Ed St. John, Jane McCarthy, and Simeon Slovacek and has published extensively in edited volumes and journals.

Finnan’s joint appointment reflects her academic training and scholarship. She became interested in studying education through her research on children’s play and folklore. She completed a Master of Arts degree from University of Texas, Austin in anthropology and folklore. Her research focused on the study of third-grade children’s spontaneous play. Finnan completed a PhD in education at Stanford University in 1980, focusing on anthropology and education. While at Stanford, she continued to study children’s play, examining how Vietnamese refugee children used play to assimilate into a new culture.

Edward P. St. John photo

Edward P. St. John

Edward P. St. John is professor of educational leadership at Indiana University and was director of the Indiana Education Policy Center. His research focuses on policy issues in K–16 education (1998–2002). At the Policy Center, he has directed several studies of the impact of early read-ing programs and comprehensive school reform. His other collaborative books on topics related to school reform include Accelerated Schools in Action (Corwin), Families in Schools (Heinemann), and Reinterpreting Urban School Reform (SUNY Press).
Table of Contents

Table of Contents

Preface

PART ONE: INQUIRY INTO ACCELERATED SCHOOLS


Introduction

Accelerated Schools

The Background

Growth and Learning

Big Wheels and Little Wheels Interacting

Accelerated Schools as Learning Organizations

The Revitalization of Pioneer Schools

Reflection

Learning to Facilitate, Reflect, and Inquire

PART TWO: BUILDING CAPACITY


Introduction

Building Shared Meaning and Commitment during the Courtship Phase

Making Change Our Friend

Building Communities of Inquiry

Linking Teacher Research and School Restructuring

Reflection

Creating an Environment to Sustain School Change

PART THREE: THE ROLE OF THE PRINCIPAL IN ACCELERATED SCHOOLS


Introduction

Building Initial Commitment to Accelerate

Principals' Changing Roles

Analysis of Selected Case Studies

Toward a New Leadership Paradigm

Behaviors of Accelerated School Principals

Principals Speak Out on Their Evolving Leadership Roles

Reflection

The Changing Role of Principals in Accelerated Schools

PART FOUR: POWERFUL LEARNING THROUGH CURRICULUM AND INSTRUCTION


Introduction

A Teacher's Voice

The First Year of the Accelerated Schools Project

Full Inclusion in Accelerated Schools

Equal Access to Powerful Learning

Teaching All Children to Read

Hoover Elementary School

The Influence of Accelerated Schools Philosophy and Process on Classroom Practices

Reflection

Making Learning Come Alive in Accelerated Schools

Price: $40.95
Volume Discounts applied in Shopping Cart

Review Copies

This book is not available as a review copy.