Candace Thompson, Ph.D. UNC-Wilmington email@example.com Kennedy Ongaga, Ph.D. UNC-Wilmington firstname.lastname@example.org In a global society, the traditional American high school is seen as a fragmented, alienating system stalled by an adherence to an outmoded transmission-oriented model of teaching and learning. Thus far, educational reform efforts have fallen short of meeting the challenges of an increasingly diverse, technological, and economically-entwined world through innovative development of more thinking-oriented, student-focused learning communities (Darling-Hammond, 2010). Over the past two decades, the perceived failed promise of the comprehensive high school to effectively educate America's youth has generated a national interest in high school reform (Goodlad, 1984; Kuo, 2010; Oakes, 1985; Smeardon & Borman, 2009; Wasley, Fine, Gladden, Holland, King, Mosak, & Powell, 2000). One such area of reform is a movement to restructure high schools as small learning communities centered around unique curriculum and state-of-the-art teaching (Newmann, Smith, Allensworth, & Bryk, 2001). Financial support from organizations like the Annenberg Foundation, the Carnegie Foundation, and, most notably, the Early College High School Initiative (ECHSI) launched by the Bill and Melinda Gates Foundation, have helped push the small school model from margin to center, and with it, a host of empirical studies to examine the impact
The High School Journal – University of North Carolina Press
Published: Apr 1, 2011
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