School District's Policy Cultivates Student Growth.

Autor/in	Rouk, Ullik
Institution	Council for Educational Development and Research, Washington, DC.
Titel	School District's Policy Cultivates Student Growth.
Quelle	4 (1982) 4, S.6-10 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Basic Skills; Classroom Research; Cooperative Planning; Data Collection; Educational Cooperation; Educational Research; Elementary Secondary Education; Instructional Improvement; Problem Solving; Program Descriptions; Program Implementation; School Policy; Skill Development; Teacher Effectiveness; Time on Task + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Data capture; Datensammlung; Education; cooperation; Kooperation; Bildungsforschung; Pädagogische Forschung; Unterrichtsqualität; Problemlösen; Schulpolitik; Kompetenzentwicklung; Qualifikationsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zeitaufwand
Abstract	In a project led by Research for Better Schools (RBS), educators work with researchers to improve basic skills learning. Based on research findings relating the amount of time allocated for instruction and student achievement, one school made scheduling changes to reduce the time spent moving from one classroom to another. Other classroom variables directly related to student achievement include engagement rate, student engaged time, prior learning, and instructional overlap. The RBS approach to instructional improvement involves training supervisors and teachers to run through a four-phase decision-making cycle related to each of these five variables. First, teachers collect data on student achievement and their own classroom procedures. Second, teachers compare their data with data that researchers have collected on classrooms where achievement results are known to be high. Third, teachers select or prepare ways to modify their classroom conditions, and last, teachers implement their modifications. Staffs can be trained to calculate engaged time, try new techniques, and tag learning deficiencies before planning instruction. Results show that improvement efforts can succeed provided that school staff at all levels lend in their support. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC