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EFFECTIVE
SCHOOLS RESEARCH
A
review of the literature TABLE OF CONTENTS
The last three decades have seen several major initiatives in the field of educational reform. In the late 1960’s, research into effective schools suggested that every school could improve educational quality for all its students, including poor and minority children, by incorporating a set of basic, research-identified characteristics present in successful schools. In the 1980’s, a wave of educational reforms focused debate around high school graduation requirements, student testing, accountability, teacher standards, student and school district standards, and policy changes at the school level. In addition, much has been written in recent years on improving the educational performance of children with physical, emotional and other kinds of learning disabilities and children from "at-risk" or "high-risk" environments. Out of all the literature arising from these reform movements have come several common, basic teaching strategies and learning settings which have proven successful in raising the performance level of all school children in general and of children from poor and minority environments in particular. The concepts which follow summarize these findings. The major research tool used for this study was the ERIC (Educational Resources Information Center) database. Two documents were useful as format organizers: What works: research about teaching and learning, published by the US Department of Education in 1987, and Handbook of research on improving student achievement, edited by Gordon Cawelti and published by the Educational Research Service in 1995.
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