Download or read book Elementary Teachers Perceptions of a District wide School Reform A Retrospective written by DeWayne D. Davis and published by . This book was released on 2007 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Twenty four focus group interviews were held with teachers, using a structured interview protocol and standardized questionnaire, which focused on demographic data and 4 articles of LEARN. These instruments were validated by a panel of experts and pilot-tested at a site not included in the study.
Download or read book Teachers Perceptions of the Social and Emotional Aspects of School Reform in an Urban Elementary School written by Susan E. Giles and published by . This book was released on 2000 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of School Reform written by Kimberly R. Donahue and published by . This book was released on 2005 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how the participation in a comprehensive school reform program changed teachers' perceptions and approach to instructional practices in the classroom, and how the participation in a comprehensive school reform program has impacted communication among the staff. Thirty-nine teachers in one elementary school setting in Southeastern Pennsylvania participated in this study. Data were collected from (a) surveys, (b) classroom observations, and (c) interviews with select participants. Following the collection of data from (a) teacher interviews, (b) surveys, and (c) teacher observations, responses were categorized to identify patterns and themes to answer the research questions outlined in this study. The consistent themes that emerged from the data were (a) knowledge of state standards, (b) a strong sense of collegiality, and (c) a new focus.
Download or read book The Modern Red SchoolHouse Reform Design written by Lucile Byrd Prewitt and published by . This book was released on 2010 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Obey-Porter bill was passed in 1997 to supply funds to low-performing schools to implement scientifically research-based reform models. The Modern Red SchoolHouse design was one of the highly adopted designs by schools and districts across the nation to help improve schools and is the focus of this study. Now that extensive funding such as the Obey-Porter bill has ended, there is limited research on the sustainability of these adopted designs. This study analyzes the implementation, capacity-building, and sustainability of this widely implemented comprehensive school design, the Modern Red SchoolHouse (MRSH) design. This study puts emphasis on the importance of studying sustainability from the perceptions of the teachers while examining principal, implementation process, and school characteristics that impact sustainability. The Modern Red School House Teacher Survey (MTS) was used to evaluate the teachers' perceptions of the sense of presence of the six-core capacity-building components of the design. The 173 teachers in this study were from 11 former MRSH sites established between 1998-2005 from the South Region: 3. The 11 principals who participated in the study completed the Principal's Questionnaire and provided additional information about their schools. The study concluded that these schools were perceived by teachers as having a presence of capacity-building components. Major findings include the following: (a) principal leadership is vital to successful whole school implementation and sustainability, (b) the critical challenge of principals in comprehensive school reform is creating a network of strong relationships within and across faculty and staff through communication and professional development, (c) parents, teachers and other stakes holders must be involved in the decision-making process, (d) whole school reform must be balanced with and modified to accountability efforts if it is to be sustained. This research adds to the knowledge base of sustainability of comprehensive school reform by exploring the perceptions and actions of elementary teachers who have worked with the Modern Red SchoolHouse design. Implications for practice include allowing teachers and parents to take part in decision-making related to reform initiatives and developing learning communities that sustain both teacher and principal motivation toward adopted reform initiatives.
Download or read book Chicago Public School Reform written by Mary L. Radnofsky and published by . This book was released on 1992 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions Regarding a School s Reform Project written by Glenice DeBique-Richards and published by . This book was released on 1994 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Implementing Reform written by Ricky Vincent Papandrea (Jr.) and published by . This book was released on 2020 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the mid-1990s there have been several attempts at wide-scale educational reform in the United States. The majority of educational research that has been conducted has focused on the impact of these reform movements on student achievement outcomes, the development of 21st century skills for students to compete in the global economy, the financial impacts on schools and school districts for implementing mandated curriculum changes, or the evaluation of specific programs (Polleck & Jeffery, 2017; Lee & Wu, 2017). Several gaps in the existing literature have led to an incomplete picture of reform efforts, including the impact of teacher perceptions on implementing mandated curriculum changes in social studies, specifically at the secondary level.The purpose of this qualitative case study was to examine secondary social studies teachers' perceptions of mandated curriculum changes under the New York State K-12 Framework, implemented in 2014. The study was conducted in a suburban New York public high school and utilized data from focus groups of teacher-participants, individual interviews of teacher-participants and administrator-participants, and a content analysis of the implementation of the New York State K-12 Framework for Social studies from New York State and through department documentation. Analysis of the data collected revealed three key findings in this study. First, that mandated curriculum changes in the social studies classroom negatively impacted social studies teachers' perception of teaching and methodology by shifting away from a traditional, content-based social studies education because the new literacy skill-based assessments became the overall driving force in their instructional practices. Second, a breakdown in communication between teachers, administrators, and New York State has caused teachers to become disheartened and frustrated with the implementation of mandated curriculum in the social studies classroom, resulting in them relying on collaboration with their colleagues for planning and support. Third, teachers perceived the implementation of mandated curriculum changes had impacted their desire for increased opportunities for collaboration with colleagues through high-quality professional development sessions. The implications of these findings for educators, school leaders, and policy makers will be discussed.
Download or read book Profiles of Four Elementary Teachers Involved with School Reform written by Denise Tutka McDonald and published by . This book was released on 2000 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Causes cel bres trang res written by and published by . This book was released on 1827 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Organizational Change from Inside a School District Engaged in a District wide Reform Process written by Genese Jane Bell and published by . This book was released on 2008 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of change within a school district involved in district-wide school reform upon the entrance of a new superintendent. This is a mixed method study and will use qualitative data from interviews and quantitative data from an electronic survey given to all school district employees with current email addresses in the school district database. The study uses organizational theory as a basis for examining the school district as an organization. The study also uses Michael Fullan's research to form a frame of reference to examine elements of successful district-wide school reform. For this study, successful reform will be measured by overall improvement in the educational setting for students, teachers, and staff, including, but not limited to student accountability data.
Download or read book School Reform Efforts written by Christopher Joseph Doss and published by . This book was released on 2019 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: School reform has become an umbrella term for initiatives and programs that aim to improve school functioning and student outcomes. Many researchers and educators have noted the emergence of a "school reform churn." New initiatives and programs are adopted, only to be dropped when the next popular reform emerges. Although experimenting with new approaches is important, continuity and stability are needed for the healthy functioning of a school. This American Educator Panels Data Note highlights discrepancies in principals' and teachers' perceptions of the continuity of school reforms in their schools. Data from AEP reveal that teachers are much more likely to perceive school reform churn than principals. These differences in perceptions exist across schools of different demographic composition and across educators of different experience levels. Though the underlying reasons for the disparity can be varied, this disconnect in perceptions can have implications for the success of reforms.
Download or read book Educational Reform Teachers Perceptions of Teacher Collaboration as a Reform Intervention written by Osbaldo Jimenez and published by . This book was released on 2006 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recently there has been a great deal of research interest to ascertain if collaborative teaching models help increase student achievement at traditionally low-achieving schools. One important element to the success of collaborative models frequently overlooked is the perceptions and attitudes of the teachers towards reform models. This study examines the perceptions of teachers towards the five key dimensions of schooling: lesson planning habits, instructional practices, student achievement, school leadership, and school climate as part of a teacher collaboration reform model. The study finds that teachers become supportive of the lesson planning habits, instructional practices, and student achievement aspects of the reform model when properly implemented and supported. These findings suggest that in order for schools to successfully adopt a collaborative model, school leaders must ensure that teachers have appropriate support, planning time, and resources incorporated into the reform structure. The findings also suggest that teacher support of new collaborative models is correlated to school climate and school leadership.
Download or read book How Do School Districts Prepare for Large Scale Standard based Educational Reform written by Barry Zeait and published by . This book was released on 2013 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do school districts prepare for large-scale standards-based educational reform? This study focused on one school district's effort to plan and implement standards-based educational reform. Teachers from one elementary, one middle, and one high school in the district were surveyed to ascertain their perceptions of the district's preparation and their own readiness to implement the Common Core State Standards (CCSS). The director of Curriculum and Instruction was interviewed to provide detailed analysis of the district's overall framework and timeline for implementation of the CCSS reform initiative. The director's answers were compared with results from teacher surveys to ascertain the effectiveness of the district's plan as perceived by the teachers. To ensure successful implementation of such large-scale reforms as the CCSS, teacher perceptions and opinions, along with the district's vision must be transparent, shared and understood to avoid miscommunication, inadequate planning and a resulting decrease in motivation and relationships. Findings from the research indicated collaborative time, availability of adequate and applicable materials as essential parts of successful implementation. Furthermore the uncertainty of online assessment, application of technology and curriculum alignment posed some of the most evident challenges for the district. While the study was small, focusing on three schools in one district, the implications of the findings and concurring recommendations could provide other school districts with pertinent information that may apply or be used for consideration in CCSS planning in all school districts with similar goals.
Download or read book Toward Year round Education written by Sueann Line Donahue and published by . This book was released on 1992 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book One Million Children written by Robert E. Slavin and published by Corwin Press. This book was released on 2001 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: A revolution in elementary school reform!"One Million Children" offers an in-depth description of Success for All, a reading program that transforms elementary schools, especially those serving disadvantaged children. The authors offer research on the program and discuss the impact this research is having on educational policy and practice. This program is now specifically tailored to meet the requirements of the NCLB Reading First and Early Reading First funding. Highlights research-based curricular strategies in reading, writing, and language arts; one-to-one tutoring for children struggling in reading; and active family support programs. Included are: Readable, "user-friendly" descriptions and rationales for all program elements Updated research, including large-scale evaluations using state accountability measures and third-party evaluations Studies of program variations and key student subgroups Discussions of policy implications for comprehensive school reform, Title I, bilingual education, and special education
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
