Question

求翻译，不要网上的翻译机器，对教育类熟悉的筒子帮一下忙，谢谢~

What are Small Schools, Small Learning Communities, and Learning Communities of Practice?
Lippman, Peter
(American Institute of Architects, Committee on Architecture for Education, Washington, DC , Oct 2006)
Characterizes small schools, differentiates the notions about small schools from the concept of small learning communities (SLC), proposes the term "learning communities of practice (LCP)" as the larger autonomous places that can support the educational needs of 400 students. 3p.
Leading the Conversion Process. Lessons Learned and Recommendations for Converting to Small Learning Communities.
Fouts, Jeffrey; Baker, Duane; Brown, Carol; and Riley, Shirley
(Prepared for the Bill & Melinda Gates Foundation by Fouts & Associates, LLC. , Sep 2006)
Since 2001, the Bill & Melinda Gates Foundation has funded the development of small learning communities in America’s high schools with the ultimate goal of graduating students “college or work ready.” SLCs are often called houses, schools-within-a-school, or academies and have varying degrees of autonomy in the areas of budgets, hiring, and curriculum. This report reviews lessons learned from the process of converting large comprehensive high schools into small learning communities. It provides recommendations on leadership, implementation, and programs for schools considering this work. 22p.
Is Bigger Better? A Comparison of Rural School Districts.
Yan, Wenfan
(Center for Rural Pennsylvania, a legislative agency of the Pennsylvania General Assembly, Harrisburg, PA. , Sep 2006)
School district size is important to policymakers and educators who need to determine the most effective way to structure school organization. For more than 40 years, a growing body of research has focused on the relationship between school size and school effectiveness (Monk & Plecki, 1999). Early studies did not address the effect of school size on student performance but focused more on school expenditures (Brazer, 1959; Hirsch, 1959; Michelson, 1972). Later studies switched the focus to the relationship between school size and student achievement (Summers & Wolfe, 1977; Walberg & Fowler, 1987; White & Tweeten, 1973).This study addressed the limitations of previous literature by comparing different school district types in rural Pennsylvania to determine whether or not the structure of school districts has an impact on fiscal management, administrative capacity, and student achievement. Overall, the research did not find any evidence to support the notion that bigger districts are better districts, in terms of cost, administration or academic achievement, in rural Pennsylvania. [Author's abstract] 16p.
上面的我已翻译完了，求下一段的翻译
Small Schools on a Larger Scale: The First Three Years of the Chicago High School Redesign Initiative.
Analyzes how small schools compare to the rest of Chicago public schools, taking into account individual- and school-level characteristics. Survey data measuring the experiences of students and teachers in these schools and school district records were used to analyze a variety of educational outcomes. It appeared that small schools are fostering more personal and supportive contexts for both teachers and students. These differences may be connected to lower dropout rates and absences that we found in the small schools, but they do not appear to be spurring increased instructional reform activity, differing instructional practices, or improved student achievement test scores. Instructional reform efforts, instructional practice, and academic test scores all appear the same at small schools as at other CPS schools serving comparable students,

Answer 1

我只译正文部分，所引用的文献及作者我就不译了。

What are Small Schools, Small Learning Communities, and Learning Communities of Practice?
何谓小型学校、小型学习社群，以及小型实践学习社群
Lippman, Peter
(American Institute of Architects, Committee on Architecture for Education, Washington, DC , Oct 2006)
Characterizes small schools, differentiates the notions about small schools from the concept of small learning communities (SLC), proposes the term "learning communities of practice (LCP)" as the larger autonomous places that can support the educational needs of 400 students. 3p.
Lippman, Peter 对小型学校进行界定，将其与小型学习社群(SLC)相区别，提出名词“小型实践学习社群（LCP）”，用以表述能够支持400名学生教育需求的有自治权利的场所。3页。
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Leading the Conversion Process. Lessons Learned and Recommendations for Converting to Small Learning Communities.
领导转变过程－－向小型学习社群转变过程中的经验教训与建议
Fouts, Jeffrey; Baker, Duane; Brown, Carol; and Riley, Shirley
(Prepared for the Bill & Melinda Gates Foundation by Fouts & Associates, LLC. , Sep 2006)

Since 2001, the Bill & Melinda Gates Foundation has funded the development of small learning communities in America’s high schools with the ultimate goal of graduating students “college or work ready.” SLCs are often called houses, schools-within-a-school, or academies and have varying degrees of autonomy in the areas of budgets, hiring, and curriculum. This report reviews lessons learned from the process of converting large comprehensive high schools into small learning communities. It provides recommendations on leadership, implementation, and programs for schools considering this work. 22p.
自2001年，盖茨基金会就开始资助在美国高中内部开展的发展小型学习社群，型肆该项目的终极目标是使得毕业生为以后的工作或高等教育做好准备。小型学习社群常被称为房子（house，具体翻译请斟酌），校中校，或坦盯学园（academies 具体翻译请斟酌），并且在预算、雇用及课程等方面有不同程度的自治权利。该报告回顾了在将大型综合型高中转换成小型学习社群过程中让租和的经验教训，为考虑开展此项工作的学校提供了项目领导、项目实施，以及项目选择方面的建议。22页。
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Is Bigger Better? A Comparison of Rural School Districts.
越大越好吗？郊区学区的比较
Yan, Wenfan
(Center for Rural Pennsylvania, a legislative agency of the Pennsylvania General Assembly, Harrisburg, PA. , Sep 2006)
School district size is important to policymakers and educators who need to determine the most effective way to structure school organization.
学区规模对需要确定如何最有效地构建学校组织结构的政策制定者及教育者都很重要。
For more than 40 years, a growing body of research has focused on the relationship between school size and school effectiveness (Monk & Plecki, 1999).
40多年来，越来越多的研究逐渐聚焦于学区规模与学校有效性二者之间的关系。
Early studies did not address the effect of school size on student performance but focused more on school expenditures (Brazer, 1959; Hirsch, 1959; Michelson, 1972).
早期的研究并未考察学校的规模对学生成绩的影响，而是将重点更多的放在对学校的费用支出的影响方面。
Later studies switched the focus to the relationship between school size and student achievement (Summers & Wolfe, 1977; Walberg & Fowler, 1987; White & Tweeten, 1973).
近来的研究才将重点切换到学校规模与学生成绩之间的关系之上。
This study addressed the limitations of previous literature by comparing different school district types in rural Pennsylvania to determine whether or not the structure of school districts has an impact on fiscal management, administrative capacity, and student achievement.
本研究针对以往文献存在的局限，通过比较宾西法尼亚州郊区不同的学区类型，以确定学区结构对于财务管理、行政能力以及学生成绩是否有影响。
Overall, the research did not find any evidence to support the notion that bigger districts are better districts, in terms of cost, administration or academic achievement, in rural Pennsylvania. [Author's abstract] 16p.
总体而言，研究从成本、行政管理或学习成绩等方面，均未能发现任何证据表明在宾州郊区的学区中规模更大的学区是更好的学区。［作者摘要］16页
－－－－－－－－－－－－－
Small Schools on a Larger Scale: The First Three Years of the Chicago High School Redesign Initiative.
大范围的小型学校：芝加哥高中重新设计项目启动的头三年
Analyzes how small schools compare to the rest of Chicago public schools, taking into account individual- and school-level characteristics.
分析了小型学校与芝加哥其他公立学校在个体与学校两个层面上特性的对比情况。
Survey data measuring the experiences of students and teachers in these schools and school district records were used to analyze a variety of educational outcomes.
对一系列教育产出的分析使用了衡量这些学校中教师与学生体验的调查数据与学区记录。
It appeared that small schools are fostering more personal and supportive contexts for both teachers and students.
分析显示小型学校为教师与学生都营造了更人性化更有支持力的环境。
These differences may be connected to lower dropout rates and absences that we found in the small schools, but they do not appear to be spurring increased instructional reform activity, differing instructional practices, or improved student achievement test scores.
这些差别可能与我们在小型学校中发现的低退学率、低缺席率有关联，然而它们并未显现出对促进教学改革活动、区别化教学实践，或者提升学生考试成绩方面的刺激作用。
Instructional reform efforts, instructional practice, and academic test scores all appear the same at small schools as at other CPS schools serving comparable students,
小型学校中的教学改革工作，教学实践，以及文化考试成绩等指标均与芝加哥公立学校系统内的其他同类学校持平。

全程手工，希望有帮助。如果满意的话，还望加分。
如果有疑问，欢迎追问。
谢谢！

Answer 2

小型学校的规模:前三年的芝加哥高中重新设计的主动性。
比较分析了小型学校的其他芝加哥公立学校,考虑到个人,school-level特点。调查数手顷并据测量经验的学生和教师在这些学校和学校地区纪录被用来分析多种的学习成果。看来小学校培养更多的个人和支持学生和教师都语境条件。这些差异可能与降低辍学率缺席,我们发现,在小型学校,但他们似乎毕迹没有刺激教学改革活动乎信,增加不同的教学实践,或改善学生成绩考试成绩。教学改革努力,教学实践和学术考试成绩都出现相同的学校,在小铜包钢线(CPS)的其他学校的学生服务相媲美

追问

不好意思，能不能再帮我翻译一下上面的那些，我发觉我还没翻译到那些，拜托了，我会追加分数的，请不要用网上的翻译机器，那些都翻译的驴唇不对马嘴的~

追答

什么是小型学校,小学习社区,学习共同体的练习吗?
Lippman,彼得。
(美国建筑师学会在内的建筑教育委员会,华盛顿特区,2006年10月)
规模较小的学校表现,区分了小型学校观念从概念上的小学习共同体,提出(SLC)的术语“学习共同体”的实践(LCP)大自治地方能支持教育需要400名学生。3 p。
领导的转换过程。经验和建议,为转换到小学习社区。
Fouts,杰弗里·贝克,;;棕色,卡罗尔,莱利,雪莉
(准备比尔盖兹夫妇基金会Fouts和员工、公司,2006年9月)。
自2001年以来,比尔和梅林达盖茨基金会资助了小学习共同体的发展在美国的中学。最终的目标是“大学毕业生或工作准备就绪。”SLCs通常被称为房屋,schools-within-a-school或学院和不同程度的自治地区的预算、录用、课程。本报告回顾了经验教训从转换的大型综合性中学成小学习社区。它提供关于领导和计划、实施,为学校考虑这个工作。22页。
较大的好吗?比较农村的学区。
燕,Wenfan
(中心,一个立法机构宾夕法尼亚州宾州大会上,哈里斯堡,2006年9月,宾夕法尼亚州。)
学区的大小也是很重要的政策制定者需要确定和教育界人士的最有效的方式学校组织结构。40多年来,愈来愈多的研究主要集中在学校之间的关系(大小和学校效能及Plecki和尚,1999)。早期的研究中没有涉及到的影响学校大小对学生的成绩,但更注重于学校(Brazer支出,1959分;美国好施集团,1959分;迈克尔逊,1972)。后来的研究打开了焦点之间的关系,学校和学生的成就大小和乌尔夫,1977年夏天,Walberg和福勒,1987分;白色和Tweeten,1973).研究解决了以前文献的局限性,通过比较不同类型在宾夕法尼亚州的学区是否学区的结构有影响的财政管理、行政能力,学生成绩。总的来说,这一研究并没有找到任何证据来支持这一观念“更大的地区有更好的地区,从成本、管理或学业成绩、在宾夕法尼亚州。(作者简介16便士

Answer 3

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