Collaboration as a Predictor for Success in School Reform

Although school reform has captured the attention of this country, considerable controversy exists regarding the feasibility of reform, appropriate strategies for implementing reforms, and the adequacy of preparation of school professionals who will work in reformed schools. We propose that collaboration is the theme which unites the various dimensions of school reform and that the potential of school reform success can be analyzed by examining the extent to which the conditions needed for collaboration can be created in schools. We apply this notion to three key reform issues: (a) professionalism; (b) empowerment; and (c) restructured schools, specifically as recommended in special education. We conclude that educators should more carefully deliberate the conditions required for collaboration, should more directly address the preparation of school personnel for collaborative activities, and should call for realistically matching expectations for reform with implementation opportunities and constraints.     

Success for All at 27: New Developments in Whole-School Reform

This article presents recent developments in Success for All, a whole-school reform approach for high-poverty schools. These include incorporation of Common Core standards, technology-enhanced methods for teaching and tutoring, and extensive use of video for students and teachers. The strong evidence base and success at scale give the program additional importance in policy.     

法国新世纪教育改革目标:为了全体学生成功

为适应21世纪教育发展的新形势,法国组建了"学校未来全国讨论委员会",开展了关于学校未来的全国大讨论,出版了<为了全体学生成功>的最终报告,通过了<学校未来的导向与纲要法>,保证每个学生获得由知识、能力和行为准则整体构成的共同基础.     

全体成功--美国学校整体改革的一个范例

全体成功(Success for A11)是美国学校整体改革(Comprehensive School Rclfom)的一个典型范例。现在这一模式在全美48个州的1500多所学校中应用，有大约100万的儿童从中受益。它围绕着研究最有效的阅读教学方式和尽早捕捉与纠正问题的策略而构建，专注于基本技能，注重持续的评价和重新分组，关注学校中的每一个儿童，在薄弱学校的全面改造中效果非常明显。研究这一模式，可以给我们义务阶段学校的均衡化发展和教育公平的更好落实提供有用的借鉴。     

Success for All: A Summary of Research

The purpose of this article is to describe the current state of research on Success for All, a program built on the idea that every child can and must succeed in the early grades, no matter what it takes. The idea behind Success for All is to use everything we know about effective instruction for students at risk to direct all aspects of school and classroom organization toward the goal of preventing academic deficits from appearing in the first place, recognizing and intensively intervening with any deficits that do appear, and providing students with a rich and full curriculum to enable them to build on a firm foundation in basic skills. The Success for All program is based on a commitment to do whatever it takes to see that every child becomes, a skilled, strategic, and enthusiastic reader as he or she progresses through the elementary grades.     

Collaborative Practitioner Research: A Case of Lesson Study in a Small Jewish School

ABSTRACT

Lesson study is a form of professional development where a group of teachers identifies a problem of practice on which they would like to make progress in their teaching. Over an extended period of time, the teachers study the topic and plan a lesson together. One member then teaches the lesson while the others observe; the group reflects afterwards on student learning. The cycle repeats, building teachers’ professional knowledge and their shared views of pedagogy over time. In this article, we argue that lesson study is a collaborative form of practitioner research and we show how this is so by sharing an example of a lesson study cycle conducted in a synagogue school.     

Creating a Comprehensive School Reform Model: The Talent Development High School With Career Academies

This article discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development in order to address the typical, serious problems of large, urban, nonselective high schools. The article describes the design, implementation, and effectiveness of the Talent Development High School with Career Academies, a comprehensive school reform model developed to meet these schools' needs. A plan is outlined for additional research, development, and evaluation activities to complete this model for the remaining core high school academic subjects and grades, and to provide technical assistance materials and support for further replicating the model in high schools across the nation.     

Exploring the Collaborative Ethic in an Urban School: A Case Study

A case study is presented of a project designed to establish a collaborative consultation ethic in an inner-city elementary school serving a culturally diverse student population. The story that is told describes the collaborative culture of the school as well as the evolution of a school-based university course in collaborative consultation. Lessons learned from this project include the realities of schools in need of change; the ability to promote a collaborative ethic in schools lacking administrative and collegial support; the usefulness of a qualitative case study approach in understanding and providing information to adjust an ongoing collaborative endeavor and the value of conducting a university course on collaborative consultation using authentic content-that is, content identified by participants to which collaborative problem-solving processes are applied.     

Content-Based Collaborative Inquiry: A Professional Development Model for Sustaining Educational Reform

In this article, we describe our professional development model, Content-Based Collaborative Inquiry (CBCI). The purpose of the CBCI model is to engage educators in inquiring and constructing their own knowledge as they focus on both student understanding in specific content areas and their own learning processes. We first explain the empirical foundations of CBCI. Through 3 cases we illustrate how content knowledge is developed via collaborative inquiry, originating in teachers' classrooms, and expanding to create and sustain collaborative communities of inquiry in the multiple contexts where educators work. We conclude by discussing challenges and continuing issues for efforts to support lifelong teacher learning and educational reform.     

Preventing Early School Failure: Impacts of Success for All on Standardized Test Outcomes,Minority Group Performance,and School Effectiveness

Prior research on the Success for All (SFA) program has produced consistent evidence showing higher reading performance for program participants compared to matched control students. This study extended this research by examining student performance across 3 grades on both individually administered reading tests and state-mandated standardized tests. Of particular interest were longitudinal outcomes over a 3-year period for minority students versus nonminority students. Findings from a quasi-experimental design consisting of 2 SFA schools and 2 matched control schools indicated (a) overall positive effects for SFA on reading performance, (b) relatively stronger effects on the standardized tests than on the individually administered tests, (c) differential program effectiveness in the 2 SFA schools, (d) some decline in program effects over time, and (e) relatively stronger effects for minority than for nonminority students. The implications of the findings for SFA implementation, particularly in helping the most disadvantaged students, and school restructuring are discussed.     

学校变革新模式:从U-G-S到U-G-S-S

学校变革是教育改革的突破口与落脚点。大学与中小学在政府的支持保障或促成下进行合作的U-G-S模式具有重要意义,然而其局限也很明显:投入多、见效慢,理论研究者与实践者交流不畅。U-GS-S模式承继了U-G-S模式的优势,并进行了突破:强调参与学校变革行动的中小学的数量为两所及以上,且学校教育质量是异质的,既有城市优质学校,也有城郊薄弱学校或乡村学校; U-G-S-S四方主体平等互动、各司其职。个案研究表明,U-G-S-S模式可以通过制度建构、任务驱动和文化营造促进各参与学校的整体发展,促进城乡义务教育均衡发展。U-G-S-S模式成功的三个主要要素:文化异质交融、知识多维共享、理论实践有机结合。     

Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders

Abstract

This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphie's Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with animated presentations and engaging activities. In a yearlong study involving 25 schools using the Success for All reading program, 412 low-achieving first graders were randomly assigned to be tutored daily for 20 min with or without Alphie's Alley. Tutors were also randomly assigned. On individually administered reading measures, controlling for pretests, there were no significant differences overall, but among students with tutors rated as “fully implementing,” those who experienced Alphie's Alley scored significantly better on three of four measures. These results suggest that if well implemented, technology that enhances the performance of tutors has promise in improving the reading performance of at-risk children.     

论奖助工作在研究生培养机制改革中的调控功能——以北京大学研究生奖助工作为例

作为我国研究生教育制度的重大变革举措,研究生培养机制改革是涉及到诸多要素和环节的系统工程。奖助工作的改革与完善,是整个改革中的基础工作和主要抓手,既与招生、培养、德育等工作环节紧密配合、密不可分,又对各个环节发挥着重要的调控作用。随着改革的进一步深入,就必须正确理解培养机制改革与奖助工作改革的关系,充分认识奖助工作的基础地位和调控功能,以系统化、规范化、科学化、人性化的工作思路推进研究生培养机制改革的深入发展。北京大学奖助工作的实践为理解这一问题提供了很好的参考。     

经济互助委员会一生成败系于冷战

产生于20世纪40年代末期、美苏冷战正酣时的经济互助委员会，曾是世界两大阵营中东方阵营的重大支柱之一，对国际经济政治影响广泛，促进过苏联东欧地区的经济发展。同时，由于该组织存在严重的缺陷，其运行机制不适应当代科技经济的发展，在国际经济政治激烈竞争的时代，终于败下阵来，1991年被迫解散。     

俄罗斯基础教育改革中的社区学校模式研究

俄罗斯社区学校模式立足于基础教育学校的创新,致力于学校与社区互动,是一种旨在有效解决学校教育和社区社会问题的新型学校发展模式.俄罗斯社区学校模式由学校教育民主化、学校与社区关系伙伴化、学校和社区服务志愿化三个基本模块构成.基础教育学校可以根据各自的具体情况,围绕三个基本模块进行主题活动设计,开展多样化的活动.基础教育学校与社区的融合发展是俄罗斯社会和教育现代化的迫切要求.经过近20年的探索与发展,俄罗斯社区学校模式解决了一些基础教育学校中长期存在的问题,正逐渐趋向成熟.尽管俄罗斯社区学校模式的实施面临不少难题,但它很可能成为俄罗斯基础教育学校改革的主要模式,影响俄罗斯基础教育的未来发展.