The School Reform Movement

Oxley, Diana

doi:10.1007/978-1-4615-4193-6_24

Cited by 4 publications

(3 citation statements)

References 42 publications

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“…However, the increased rates of poorer academic performance and psychological functioning following normative school transitions have led other educators and interventionists to focus on restructuring the physical and social organization of classrooms and schools; these interventions are often referred to as the creation of "schools within schools" or "houses" (Oxley, 2000). Both the target of intervention and the proximal locus of change are the social regularities of the classroom and school as a social system, and not the population of students as in inoculation programs.…”

Section: Intervention and Policy Responsesmentioning

confidence: 99%

“…The goal of interventions following the transition to high school is to strengthen engagement, empowerment, and a sense of ownership of both students and staff with the educational enterprise. Beyond the reduction in school size, smaller working units of students and teachers (or ancillary personnel) are created, and these integral units are housed in a particular wing or floor or adjacent spaces of a building (Oxley, 2000). With smaller units, fewer teachers can get to know and teach fewer children more intensively and in a more holistic and integrated fashion.…”

Section: Interventions At the Transition Into High Schoolmentioning

confidence: 99%

“…Restructuring high schools along the lines of the schools-within-schools model has been shown to maintain youths on positive educational and behavioral trajectories. A few qualitative research investigations provide support for the idea (e.g., Fine, 1994;Oxley, 2000). As an illustration, Fine described the Philadelphia School Collaborative:…”

Section: Interventions At the Transition Into High Schoolmentioning

confidence: 99%

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The organization of schooling and adolescent development.

Seidman¹,

Aber²,

French

2004

Investing in Children, Youth, Families, and Communities: Strengths-Based Research and Policy.

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The transition to a secondary school can take a significant human and social toll on early adolescents, leading to a decline in academic performance and psychological well-being. Rather than simply allowing youths to cope as best they can, the authors envision changes in the organization of schooling as the optimal means to address the school transition dilemma. Specifically, a case is made for the creation (and maintenance) of kindergarten through grade 8 (K-8) schools and, where this is not feasible, for restructuring middle or junior high schools into small learning communities ("schools within schools"). These strengths'based approaches to school transitions underscore the critical importance of matching the school environment with the developmental needs of early adolescents. * * Are the academic, behavioral, and social problems that occur during adolescence, and those that continue into adulthood, triggered in part by the normative school transition to either middle or junior or senior high school? If so, how do these transitions trigger these problems? What can be done about the nature of school transitions to reduce these problems and launch

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Section: Intervention and Policy Responsesmentioning

confidence: 99%

Section: Interventions At the Transition Into High Schoolmentioning

confidence: 99%

Section: Interventions At the Transition Into High Schoolmentioning

confidence: 99%

See 1 more Smart Citation

The organization of schooling and adolescent development.

Seidman¹,

Aber²,

French

2004

Investing in Children, Youth, Families, and Communities: Strengths-Based Research and Policy.

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A systems framework for understanding social settings

Tseng

Seidman

2007

American J of Comm Psychol

292

390

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In this paper, we argue that attempts to change social settings have been hindered by lack of theoretical advances in understanding key aspects of social settings and how they work in a dynamic system. We present a systems framework for understanding youths' social settings. We focus on three aspects of settings that represent intervention targets: social processes (i.e., patterns of transactions between two or more people or groups of people), resources (i.e., human, economic, physical, temporal resources), and organization of resources (i.e., how resources are arranged and allocated). We postulate that these setting aspects are in dynamic transaction with each other, resulting in setting outcomes. Discussion focuses on the implications of our theoretical framework for setting intervention.

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Overcoming Inequality in Schooling: A Call to Action for Community Psychology

Weinstein

2002

American J of Comm Psychol

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Community psychology, indeed psychology as a discipline, has been largely absent from the table of school reform. Schools are critical socializing forces in society and serve as the one institution through which the full diversity of our child population passes. At the start of the 21st century, despite successive waves of legislation, the goals of the civil rights struggle for equality in educational opportunity have yet to be achieved. Negative self-fulfilling prophecies, reflected at individual, interpersonal, institutional, and societal levels, play a critical role in creating and perpetuating unequal opportunities to learn. Such effects as well as pathways for preventive intervention are best understood through ecological lenses. Our field must commit a greater share of resources to collaborative and systemic change for a broader learning so that all children, regardless of their differences, have continuing and nonstigmatized opportunities to develop into competent adults.

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The School Reform Movement

Cited by 4 publications

References 42 publications

The organization of schooling and adolescent development.

The organization of schooling and adolescent development.

A systems framework for understanding social settings

Overcoming Inequality in Schooling: A Call to Action for Community Psychology

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