PUBLICATIONS CATALOG
Most items are available for free download as portable
document format (pdf) files. Many are also available, in limited quantities,
as printed copies for the cost of shipping and
handling while supplies last. Use our online
order form to order single copies of available publications. Use our printable
form 
for items that are not available free of charge.
For general inquiries about publications, contact our publications department.
Phone: 401/274-9548 x782 Online: Contact Publications
There are 3 publications matching your search for 'smaller learning communities'.
 This research paper from the Center for Resource Management (CRM) summarizes initial findings of a case study investigating the process and effects of high school restructuring in five low-performing, urban high schools that are implementing three central elements of systemic reform: (1) establishing smaller and more personalized learning environments, (2) shifting to standards-based curriculum and instruction, and (3) using data to support continuous improvement. The purpose of the paper is to present case study evidence that can contribute to deeper understandings of conditions and practices that either promote or act as barriers to the use of data by school staff, to discuss how disaggregated data are used for improvement in the process of restructuring low-performing high schools, and to examine the policy and practice implications of achieving data use. | |
2004  Order | No. d10420 Download publication  |
 In communities across the United States, the conversion of large high schools into small, focused learning communities is gaining currency as an education reform strategy. This joint publication of The Education Alliance at Brown University and Jobs for the Future (with design and production courtesy of the Carnegie Corporation), provides specific guidelines to high school leaders and change agents who seek to implement the small schools strategy. The authors examine preliminary lessons emerging in small schools and districts that have begun to explore the structural, organizational, and political challenges involved in converting a large high school into smaller, more focused and personalized learning communities. Once a school reorganizes into small units, new challenges emerge. How do these new units stay focused on the effective learning practices and principles that "small" makes possible? To explore this challenge, the authors turn to effective small schools, alternative schools, and youth development programs--often on the margins of a school system--that blend cognitive challenge with the caring and connections associated with positive youth development. Such environments are a source of concrete practices and routines that can help teachers and school leaders to provide young people with the range of supports and opportunities needed to succeed in school and beyond.
Once a school reorganizes into small units, new challenges emerge. How do these new units stay focused on the effective learning practices and principles that "small" makes possible? To explore this challenge, the authors turn to effective small schools, alternative schools, and youth development programs--often on the margins of a school system--that blend cognitive challenge with the caring and connections associated with positive youth development. Such environments are a source of concrete practices and routines that can help teachers and school leaders to provide young people with the range of supports and opportunities needed to succeed in school and beyond.
| |
| Jobs for the Future (JFF) 2002 Print version no longer available | No. d10371 Download publication |
 Districts face both challenges and opportunities when they choose small learning communities as a whole school reform strategy for their high schools. This product looks at the experience of five high schools in Boston, a district with a successful history of career pathways and academies. In the past three years, Boston has encouraged schools to restructure entirely into smaller learning communities. The authors discuss key findings from five such schools and their implications for reform. This publication was developed in partnership with Jobs for the Future.
| |
| 2001 Print version no longer available | No. d10344 Download publication |
