Larry Cuban, professor of education, Stanford University
Why are some schools more successful than others? This new book presents the findings of a five–year, federally funded study that examined the connection between school restructuring and student achievement. Using a wealth of examples, the authors provide a vivid picture of the conditions under which innovations in a school′s organization contribute to student achievement extending learning beyond rote memorization of isolated facts to thinking, disciplined understanding, and complex communication. Standards for achieving student intellectual quality are recommAnded, and evidence is provided that teaching consistent with these standards greatly contributes to student achievement. The results and recommAndations offer teachers, administrators, and policymakers an important mid–course correction in the process of school restructuring.
Standards for Authentic Achievement and Pedagogy (G. Wehlage, et al.).
Does Authentic Pedagogy Increase Student Achievement? (H. Marks, et al.).
PORTRAITS OF RESTRUCTURING SCHOOLS.
Careen and Lamar Elementary Schools (K. Doane).
4. Red Lake and Okanagon Middle Schools (K. Doane).
Cibola and Island High Schools (K. Doane).
FOUNDATIONS FOR SUCCESSFUL RESTRUCTURING.
Intellectual Quality (F. Newmann, et al.).
Schoolwide Professional Community (K. Louis, et al.).
THE INTERPLAY OF SCHOOL CULTURE AND STRUCTURE.
Support for Student Achievement (H. Marks, et al.).
Pathways to Equity (W. Secada, et al.).
Participatory Decision Making (M. King, et al.).
Support from External Agencies (G. Wehlage, et al.).
Conclusion: Restructuring for Authentic Student Achievement (F. Newmann & G. Wehlage).