Successful Schools for Young Adolescents / Edition 1

by Joan Lipsitz

Overview

At a time when the public, researchers, and policymakers are losing confidence in public schooling, this presentation of case studies of four schools offers solutions and concrete models of diverse ways in which excellence can be attained in middle-grade schools. Asking what "effectiveness" means for the young adolescent age group (a hitherto unexplored area in research literature), how effective schools come about, and how they achieve acceptance in their communities, Lipsitz identifies and examines successful middle-grade schools, noting that the major problem in schooling is meeting the massive individual differences in the development of early adolescents.

Product Details

ISBN-13:	9780878559473
Publisher:	Transaction Publishers
Publication date:	01/30/1983
Edition description:	New Edition
Pages:	238
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Joan Lipsitz is senior fellow at MDC, Inc., a nonprofit research organization that provides communities and their leaders with the research, strategies, and assistance they need to advance equity and opportunity. She was the director of the Center for Early Adolescence at the University of North Carolina, Chapel Hill and has also been a consultant to the Ford Foundation.

Table of Contents

Part I Expanding the Definition of Effectiveness, Part II Case Studies of Successful Middle-Grade Schools, Part III Recurrent Themes in Successful Middle-Grade Schools.

Editorial Reviews

Lipsitz has shown an admirable and consistent sense for the importance of social processes in schools and for their complexity and interdependence.” —Mary Haywood Metz, assistant professor, Department of Educational Policy Studies, University of Wisconsin, Madison “This work is particularly outstanding. It is the most meaningful description of school effectiveness I’ve seen—a credit to quality research, qualitative research and a remarkably insightful writing style.” —Thomas J. Sergiovanni, chair, College of Education, University of Illinois, Urbana-Champaign

From the Publisher