Vertrauen in Schulen: Eine Kernressource zur Verbesserung (American Sociological Ass...

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Artikelzustand
Gut: Buch, das gelesen wurde, sich aber in einem guten Zustand befindet. Der Einband weist nur sehr ...
Release Year
2002
Book Title
Trust in Schools: A Core Resource for Improvement (American So...
ISBN
9780871541925
Kategorie

Über dieses Produkt

Product Identifiers

Publisher
Russell Sage Foundation
ISBN-10
0871541920
ISBN-13
9780871541925
eBay Product ID (ePID)
2319462

Product Key Features

Number of Pages
240 Pages
Language
English
Publication Name
Trustin Schools : a Core Resource for Improvement
Publication Year
2002
Subject
Educational Policy & Reform / General, Urban, Sociology / General, General, Aims & Objectives
Type
Textbook
Author
Anthony Bryk, Barbara Schneider
Subject Area
Family & Relationships, Social Science, Education
Series
American Sociological Association's Rose Ser.
Format
Hardcover

Dimensions

Item Height
1 in
Item Weight
17.9 Oz
Item Length
9 in
Item Width
6 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
2002-021849
Illustrated
Yes
Dewey Decimal
371.2/009773/11
Synopsis
Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships--which they term relational trust--can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology
LC Classification Number
LB2862.B79 2002

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