A School Action Plan with Stakeholder Involvement: A Case Study of One Elementary School

Autor/in	Getty, Jacob J., Jr.
Titel	A School Action Plan with Stakeholder Involvement: A Case Study of One Elementary School
Quelle	(2011), (234 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-3368-4
Schlagwörter	Hochschulschrift; Dissertation; Reading Achievement; Teacher Surveys; Interviews; Reading Instruction; Case Studies; Partnerships in Education; Stakeholders; Program Implementation; Educational Planning; Pretests Posttests; Parent Attitudes; Teacher Attitudes; Community Involvement; Classroom Observation Techniques; Benchmarking; Achievement Gains; Change Strategies; Educational Change; Elementary Schools; Effective Schools Research; Grade 5; Transcripts (Written Records); Community Action; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Interviewing; Interviewtechnik; Leseunterricht; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Bildungsplanung; Elternverhalten; Lehrerverhalten; Achievement gain; Leistungssteigerung; Lösungsstrategie; Bildungsreform; Elementary school; Grundschule; Volksschule; Schulforschung; School year 05; 5. Schuljahr; Schuljahr 05; USA
Abstract	This case study focused on a school action plan, using a planning and implementation process that focused on improving stakeholder involvement and responsibility for student reading achievement at Eisenberg Elementary School. This study examined the impact of the school action process on the development of a new plan compared to other traditional plans in the past. In addition, it identified the changes in stakeholder understanding and involvement of the new process and plan. Lastly and most importantly, this case study evaluated the differences in the reading achievement of students in grades K-5. Research methods included a parent survey, pre and post teacher surveys, semi-structured interviews with stakeholders, grade level team minutes, school action meetings, reading marking period commitments, classroom observations of reading instruction and analysis of student achievement through the use of the state assessment and district level benchmark assessments. Results suggested that the new school action process improved stakeholder understanding, collaboration and ownership of reading goals at Eisenberg. Results also showed significant gains in student reading achievement. The results from this case study indicated that the new school action process was an effective tool for improving student achievement and stakeholder knowledge and responsibility of learning goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10