EFFECTS OF SCHOOL RESTRUCTURING ON THE ACHIEVEMENT AND ENGAGEMENT OF MIDDLE-GRADE STUDENTS
EFFECTS OF SCHOOL RESTRUCTURING ON THE ACHIEVEMENT AND ENGAGEMENT OF MIDDLE-GRADE STUDENTS
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DOI：
10.2307/2112735
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发表时间：
1993-07-01
影响因子：
3.9
通讯作者：
SMITH, JB
中科院分区：
文献类型：
--
作者：
LEE, VE;SMITH, JB
本文报告了一项研究的影响，参加重组学校的成就和青少年的参与。它将重组运动置于一个有利于发展更多社区组织学校的概念框架中，远离大多数美国学校的官僚组织。从1988年国家纵向研究的基准年开始，作者使用了377所公立、天主教和独立中等学校的8,845名八年级学生的子样本，研究了学校重组（更少的部门化、更异质的分组、更多的团队教学和复合重组指数）对学生成绩、学术工作参与和风险行为的影响。人们发现，结构调整对成就和参与以及这些成果的更公平的社会分配产生了适度但一贯的积极影响。在八年级同学较少的学校上学的学生也表现出更多的学术参与和更公平的成绩分配。
This article reports on a study of the impact of attending restructured schools on the achievement and engagement of young adolescents. It places the movement toward restructuring in a conceptual framework favoring the development of more communally organized schools and away from the largely bureaucratic organization of most American schools. Using a subsample of 8,845 eighth graders in 377 public, Catholic, and independent middle-grade schools from the base year of the National Longitudinal Study of 1988, the authors examined the effects of school restructuring (less departmentalization, more heterogeneous grouping, more team teaching, and a composite restructuring index) on students' achievement, engagement with academic work, and at-risk behaviors. Modest but consistently positive effects of restructuring were found on both achievement and engagement, as well as with a more equitable social distribution of these outcomes. Students attending schools with fewer eighth-grade peers also demonstrated more academic engagement and a more equitable distribution of achievement.