The Ups and Downs of Whole School Reform: A Case Study of Success and Its Demise
| dc.contributor.author | Stockard, Jean | |
| dc.contributor.author | Dwiggins, Donna | |
| dc.date.accessioned | 2023-04-12T19:36:52Z | |
| dc.date.available | 2023-04-12T19:36:52Z | |
| dc.date.issued | 2009-04-11 | |
| dc.description | 22 pages | en_US |
| dc.description.abstract | The research literature is clear in indicating that all students can learn and schools can be successful learning communities, no matter what the socio-economic or race-ethnic make-up of the student body. Yet, achieving this success requires diligent efforts, and this success can be tenuous. This paper describes the history of an elementary school in a lowincome community with high proportions of racial-ethnic minorities and a long history of very low achievement that implemented Direct Instruction as a whole school reform. Data were gathered through extensive, in-depth interviews with participants and examination of historical records; and the pages below describe Our hope is that, by examining this case study, we can understand more about underlying dynamics that can help other communities. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/28191 | |
| dc.language.iso | en | en_US |
| dc.publisher | National Institute for Direct Instruction (NIFDI) | en_US |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | en_US |
| dc.subject | Technical Report | en_US |
| dc.subject | Chester, PA | en_US |
| dc.subject | Underlying Dynamics of Low-income Schools | en_US |
| dc.title | The Ups and Downs of Whole School Reform: A Case Study of Success and Its Demise | en_US |
| dc.type | Technical Report | en_US |