Download or read book The Perception of School Effectiveness and School Improvement by Teachers in Low performing Schools After State Team Intervention written by Michael Anthony Turner and published by . This book was released on 2002 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study examined the effectiveness of state assistance teams assigned to selected urban inner city schools as perceived by teachers one year after intervention. The study also determined the perception of the effectiveness of core strategies utilized by state teams in participating schools. Three inner city urban schools in the same district were selected for the study. Of these schools, a sample of 145 elementary, middle and high school teachers were surveyed. The survey was divided into two sections. The first section was used to measure demographic data of each responding teacher. The second section was comprised of 30 rating scale items concerning the perceived effectiveness of the core strategies utilized by the state assistance teams. Of the 145 respondents, 24 teachers were at the elementary level, 33 teacher respondents were middle school teachers, and 88 teacher respondents were teachers at the high school level. Results of the study indicated significant agreement that state team intervention was needed in all of the participating schools. Teachers further agreed that state assistance team core strategies were effective in improving school performance and student achievement. The results of this study serve as baseline data for future research into the perceived effectiveness of state assistance team intervention.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective School Interventions Second Edition written by Natalie Rathvon and published by Guilford Press. This book was released on 2008-08-14 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly practical resource and text presents 70 interventions that have been demonstrated to improve the classroom learning environment, academic achievement, and student behavior and social competence. Each intervention is presented in a brief, standardized format with step-by-step procedures that can easily be implemented by Pre-K-12 teachers and other school-based professionals. The volume includes best-practice guidelines for designing, implementing, and evaluating evidence-based school interventions, as well as strategies for combining multiple interventions to create a comprehensive program at the individual, class, or schoolwide level.
Download or read book Journal of the House of Representatives of the United States written by United States. Congress. House and published by . This book was released on 2007 with total page 2112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House".
Download or read book A Study of the Effectiveness of a School Improvement Intervention Success in Sight Final Report NCEE 2012 4014 written by Stephanie B. Wilkerson and published by . This book was released on 2012 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success in Sight focuses on the interrelated parts of an education system. This systemic school improvement intervention is designed to address schools' specific needs while building their capacities to plan, implement, and evaluate school improvement practices. It is intended to help schools, leadership teams, and teachers systemically engage in continuous school improvement practices to advance the learning of all students (Cicchinelli et al. 2006). Schools have used Success in Sight over the past 11 years to facilitate school improvement efforts. However, there have been no cluster randomized trials to provide causal evidence regarding its effectiveness in improving student and teacher outcomes. Therefore, the main purpose of this study was to provide unbiased estimates of the impact of Success in Sight on student academic achievement in reading or mathematics. The achievement outcome areas of reading and mathematics were chosen for this study based on the NCLB mandate that all students should be proficient in reading and mathematics by 2014. Additionally, all states assess reading and mathematics achievement in grades 3-5, which are the focus of this study. The study also sought to provide an unbiased estimate of the effects of Success in Sight on teacher capacity for school improvement practices related to data-based decisionmaking, purposeful community, and shared leadership. This study's target population was low- to moderate-performing elementary schools located in states served by McREL under its Regional Educational Laboratory (REL) contract from the U.S. Department of Education's Institute of Education Sciences (IES) and Comprehensive Center grant from the U.S. Department of Education's Office of Elementary and Secondary Education. This study was the first cluster randomized trial to examine the effectiveness of Success in Sight on primary outcomes--student achievement in reading and mathematics--and intermediate teacher outcomes--city for school improvement practices in data-based decisionmaking, purposeful community, and shared leadership. The results of the benchmark analyses revealed that Success in Sight did not have a statistically significant impact on student achievement in reading or mathematics or on teacher capacity for school improvement practices in data-based decisionmaking, purposeful community, or shared leadership. Although this study used rigorous methodology, readers should consider findings in the context of its limitations. One limitation is that the study used a volunteer sample of low- to moderate-performing schools in Minnesota and Missouri. Therefore, the results do not generalize to schools that differ systematically from this specific sample of schools. In addition, because the study assessed only reading and mathematics at grades 3-5 using state assessments, the study's findings are not generalizable to other content areas, grades, or assessments. Furthermore, the study findings do not generalize to schools that implement Success in Sight for more than two years. The study also had limitations related to how teacher capacity outcomes were measured. Data from the teacher practice impact analyses were based entirely on teacher self-report collected through an online survey. Appended are: (1) Regional Educational Laboratory Central firewall procedures; (2) Power analyses; (3) Response rates by time point, measure, and experimental group; (4) Data collection instruments; (5) Rationale for cross-state data aggregation and z-score approach; (6) Content review of state assessments; (7) Development and description of the teacher survey measuring teacher capacity for school improvement practices; (8) Calculation of effect sizes; (9) Procedures for handling missing data; (10) Procedures to control for multiple comparisons; (11) Meta-analytic methods for combining state-specific impact estimates; (12) Comparisons of the local context for treatment and control schools; (13) Raw means and standard deviations; (14) Variance components estimates and intraclass correlations; (15) Supporting tables for impact analyses of primary outcomes; (16) Analytic models for sensitivity analyses of primary outcomes; (17) Supporting tables for sensitivity analyses for primary outcomes; (18) Supporting tables for impact analyses of secondary outcomes; (19) Analytic model for sensitivity analyses for secondary outcomes; (20) Supporting tables for sensitivity analyses for impact analyses of secondary outcomes; (21) Analytic model for exploratory analysis; and (22) Supporting tables for exploratory analysis. (Contains 25 figures, 62 tables and 53 footnotes.).
Download or read book The State Role in School Turnaround written by Lauren Morando Rhim and published by IAP. This book was released on 2014-03-01 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: With chapters written by leading researchers and practitioners actively engaged in the work, this Edited Volume examines the role of the state education agency in school turnaround efforts. An emphasis is placed on practical application of research and best practice related to the State Education Agency’s (SEA’s) critical leadership role in driving and supporting successful school turnaround efforts. The Edited Volume is organized around the Center on School Turnaround’s four objectives, with sections devoted to each: 1. Create a Pro-Turnaround Statutory and Regulatory Environment 2. Administer and Manage Turnaround Efforts Effectively 3. Provide Targeted and Timely Technical Assistance to Local Educational Agencies and Schools 4. Advocate and Lead to Build Support for Local Turnaround Efforts
Download or read book A Case Study of School Improvement School Effectiveness and Student Achievement written by and published by . This book was released on 2015 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: School reform has been associated with many initiatives, among them school effectiveness and school improvement. While most previous research focused on the individual initiative, studies on blending the two as they affected student achievement were limited. Additionally, few studies addressed the perceptions of teachers and principals from low achieving schools regarding the effect, if any; these initiatives have had on student acheivement. The purpose of this concurrent, triangulated mixed methods study was to examine the implementation of school improvement strategies and school effectiveness characteristics in relationship to student achievement at a large Midwestern urban school district. Teachers' perceptions in response to the 2012-2013 5Essentials School Effectiveness Survey were measured using univariate descriptive analysis. The impact of strategies and characteristics on student achievement was explored through an interview with a principal and a focus group with teachers, the data set was analyzed via grounded theory as defined by the Straussian school. Survey findings indicated that while priority schools were implementing the strategies and characteristics to some degree, interpersonal relationships had the strongest effect on student achievement. This finding was supported by the qualitative analysis, which produced a direct connection between interpersonal relationships and student achievement. This suggested that struggling schools should focus on developing, nurturing, and growing interpersonal relationships. Leadership qualities were also examined. Teachers at priority schools did not perceive themselves as actively involved in leadership roles or the decision making process. There was no clear evidence that demonstrated leadership teams existed in these schools. The findings indicated that a collaborative relationship did exist among teachers; however, the structures necessary to support these collaborative relationships were not fully developed. These results indicated that principals should aspire to create leadership roles for all stake holders in the school. Further, results indicated that district policies and practices need to reflect the importance of collaborative relationships. district leadership and principals need to ensure that collaborative relationships not only take place, but also focus on student achievement.
Download or read book School Effectiveness and School Improvement written by Bert.P.M. Creemers and published by Routledge. This book was released on 2022-02-27 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: School effectiveness and school improvement have different origins: School effectiveness is more directed to finding out "what works" in education and "why"; school improvement is practice and policy oriented and intended to change education in the desired direction. However, in their orientation to outcomes, input, processes, and context in education, they also have much in common. In the theoretical part, different orientations have been analysed and combined in a model for effective school improvement. Based on this analysis, an evaluation framework was developed for the analysis of the case studies of school improvement projects in the participating countries. The theoretical model and the results of the analyses of the case studies were combined in a framework of effective school improvement.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differentiating School Leadership written by Daniel L. Duke and published by Corwin Press. This book was released on 2010 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proposed book maintains that schools face distinct types of challenges requiring distinct types of leadership. There are not, however, an infinite number of types of challenges, at least not for practical purposes. The book focuses on four sets of challenges that any principal might confront, depending on local circumstances. A principal can address each set of challenges successfully, but only by recognizing the distinctive nature of the challenges and adjusting his/her approach accordingly. This recognition of the need to make adjustments in leadership is referred to as differentiated leadership.The idea of differentiated leadership has its roots in contingency theory, situational leadership theory, and path-goal theory (Northouse, 2007). That the concept of leadership requires differentiation is further evidenced by the variety of adjectives used to modify the term instructional leadership, moral leadership, distributed leadership, servant leadership, normative leadership, and so on. In recent years, educators have been attracted to the notion of differentiated instruction. They have recognized that one form of instruction is unlikely to address the needs of all students. The approach begins with actual situations confronting contemporary principals and then analyzes the kinds of leadership functions most likely to handle the situations effectively. The book opens with an introduction to the idea of differentiated leadership and why it is important for principals to understand how different schools may face very distinct sets of challenges. Trying to apply a one-size-fits-all type of leadership can have disastrous results. The introduction also contains an overview of organizational diagnostics and the kinds of data needed to assess the particular kinds of challenges presented by a particular school at a particular point in time.
Download or read book Congressional Record written by United States. Congress and published by . This book was released on 2013 with total page 1624 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Insights in Leadership in Education 2022 written by Margaret Grogan and published by Frontiers Media SA. This book was released on 2024-02-23 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ways of Seeing Women s Leadership in Education Stories Images Metaphors Methods and Theories written by Kay Fuller and published by Frontiers Media SA. This book was released on 2022-01-04 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Better Public Schools written by Study Commission on the Quality of Education in the Metropolitan Milwaukee Public Schools and published by . This book was released on 1985 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The School Improvement Specialist Field Guide written by Debra L. Page and published by Corwin Press. This book was released on 2012-11-08 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Establish enduring interventions with viable tools and methods.
Download or read book Handbook of Student Engagement Interventions written by Jennifer A. Fredricks and published by Academic Press. This book was released on 2019-05-04 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: Handbook of Student Engagement Interventions: Working with Disengaged Students provides an understanding of the factors that contribute to student disengagement, methods for identifying students at risk, and intervention strategies to increase student engagement. With a focus on translating research into best practice, the book pulls together the current research on engagement in schools and empowers readers to craft and implement interventions. Users will find reviews on evidence-based academic, behavioral, social, mental health, and community-based interventions that will help increase all types of engagement. The book looks at ways of reducing suspensions through alternative disciplinary practices, the role resiliency can play in student engagement, strategies for community and school collaborations in addressing barriers to engagement, and what can be learned from students who struggled in school, but succeeded later in life. It is a hands-on resource for educators, school psychologists, researchers, and students looking to gain insight into the research on this topic and the strategies that can be deployed to promote student engagement. Presents practical strategies for engagement intervention and assessment Covers early warning signs of disengagement and how to use these signs to promote engagement Reviews contextual factors (families, peers, teachers) related to engagement Focuses on increasing engagement and school completion for all students Emphasizes multidimensional approaches to disengagement
