Program Components > Research > Theory and Research that Supports AIM
THEORY AND RESEARCH SUPPORTING
AIM FOR RESULTS
Our summary brief, "Theory and Research Supporting AIM for
Results" is organized to first introduce the defining characteristics
of high-performing schools and to then explore the reasons why AIM's six
key design elements are crucial to the school improvement process.
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brief in html.
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Introduction:
Defining the Characteristics of Effective,
High-Performing Schools
AIM schools share specific characteristics and practices that are exhibited
by effective, high-performing schools. Sources include a research summary
from Kathleen Cotton, a Department of Education study on increased achievement
levels in poor urban schools, and the National Forum to Accelerate Middle-Grades
Reform's Schools to Watch project.
Key Design Elements
1. Rigorous and developmentally appropriate
curriculum, instruction, and assessment
AIM pedagogy builds on the following principles and practices: Teaching
for Understanding, as developed by Gardner and Perkins at Harvard's Project
Zero; Backwards Design, as put forth by Wiggins and McTighe; Multiple
Intelligences, also developed by Howard Gardner and Project Zero; and
Authentic Pedagogy, as explicated by Newmann and Wehlage.
2. A safe and healthy school climate
for learning and development
AIM takes a holistic approach when building a safe and healthy school
climate: it is concerned for the development of the whole child, inspired
by the work and research of James Comer and early adolescent experts such
as Lipsitz and Jackson; it promotes teaming for improved teacher-student
relationships; and it recommends a comprehensive approach to school health
services.
3. Ongoing professional development that
leads to an inclusive and powerful learning community
AIM schools build on research that emphasizes school reform by creating
a culture that supports innovation and change. Its goal is to create learning
communities-in the general sense as defined by Senge and others, and in
school-specific manner as researched by Boyd and Hord.
4. Strong links between family, school,
and community
AIM seeks to engage the most effective practices of parent engagement
as a school reform strategy, focusing parent involvement on increased
student achievement, and inviting parents into the school leadership process.
Drawing on the work of Kretzmann and McKnight, AIM schools engage in assets
mapping to identify community resources that support student learning
and development.
5. Collaborative Leadership
The research of Hord and Austin reveals the value of school administrators
learning to see themselves as instructional leaders. AIM schools also
engage in shared leadership, to build what DuFour and Eaker describe as
a critical mass of teachers and staff able to work as change agents in
the school
6. Innovative use and integration of
technology to support curriculum, instruction, assessment, and professional
development
AIM schools seek to integrate technology into rigorous curriculum, instruction,
and assessment while utilizing technology to enhance faculty communication
and professional development.
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Link to bibliographical
references.
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