Evaluation of Quest Elementary School Network Rally, February 1998.

Autor/in	Howley-Rowe, Caitlin
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	Evaluation of Quest Elementary School Network Rally, February 1998.
Quelle	(1998), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Change Agents; Change Strategies; Collegiality; Educational Change; Educational Cooperation; Elementary Education; Elementary Schools; Interschool Communication; Listservs; Networks; Program Evaluation; Questionnaires; Regional Cooperation; Self Evaluation (Groups) + Suchen Sie Ihr Suchwort? Projektforschung; Lösungsstrategie; Kollegialität; Bildungsreform; Education; cooperation; Kooperation; Elementarunterricht; Elementary school; Grundschule; Volksschule; Programme evaluation; Programmevaluation; Fragebogen; Regionale Zusammenarbeit; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	As part of its contract to develop a framework for continuous school improvement in its four-state region (Kentucky, Tennessee, Virginia, and West Virginia), Appalachia Educational Laboratory staff designed the Quest project. Based upon principles of inquiry, collaboration, and action research, Quest supports and investigates ongoing school improvement efforts through conferences (renamed rallies), summer symposia, a Scholars program, visits to participating schools, communication via listserv and mailings, and the creation of a Quest network of schools. The second elementary school network rally was held February 22-24, 1998, in Lexington, Kentucky. Thirty-nine administrators, staff, teachers, and parents from 9 schools attended, including 27 who had attended the first conference/rally in November, 1997. Evaluation data were generated by evaluator participant observation, unstructured interviews, written feedback forms, and pre-rally and follow-up questionnaires. Data indicate that the conference's four goals--reconnect with colleagues, think about student learning, create a creed embodying shared beliefs about student learning, and commit to action--were well met. Attendees reported productive interactions, found the focus on student learning useful, said that creating creeds of their collective beliefs about student learning was meaningful, and indicated that the rally offered them inspiration and support for their improvement efforts. Recommendations are made for improving future rallies. Appendices present feedback forms, pre-rally and follow-up questionnaires, and the evaluation standards checklist. Contains 12 references. (Author/TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC