Evaluation Research: Assessment of a Rural Arizona School District Using a Case Study Model for Single-Setting, Embedded Focus-Group Interview & Analysis Procedures.

Autor/inn/en	Packard, Richard D.; Dereshiwsky, Mary I.
Titel	Evaluation Research: Assessment of a Rural Arizona School District Using a Case Study Model for Single-Setting, Embedded Focus-Group Interview & Analysis Procedures.
Quelle	(1990), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrators; Boards of Education; Career Ladders; Case Studies; Data Analysis; Educational Assessment; Elementary School Teachers; Elementary Secondary Education; Evaluation Research; Interviews; Parents; Program Evaluation; Program Implementation; Rural Schools; School Districts; Secondary School Teachers; Teacher Attitudes; Arizona + Suchen Sie Ihr Suchwort? Ausschuss; Case study; Fallstudie; Case Study; Auswertung; Education; assessment; Bewertungssystem; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Evaluationsforschung; Interviewing; Interviewtechnik; Eltern; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Lehrerverhalten
Abstract	The focus-group interview format was used to investigate the existence, interrelationship, perceived strengths, and indicators of insufficiency in the implementation of the Career Ladders (CL) teacher-incentive program in a rural Arizona school district. Two interviews were planned for each of the following groups: school board members; CL Steering Committee members; administrators; office staff; parents; CL teachers; and non-CL teachers. Although these subject groups were diverse, the first set of interviews yielded some common themes: (1) a perceived overall lack of district readiness for the CL program; (2) the expressed need for an agreed upon curriculum; (3) the need for teacher effectiveness and accountability; (4) improved administrative leadership; and (5) improved organizational climate. The second set of interviews concentrated on problem areas, and identified several areas of concern: administrative leadership; program requirements; the evaluation process; communication requirements; and need for long-range planning. The two sets of focus-group interviews revealed that the format is a powerful tool for the validation of theoretical models, such as this model of support and focus factors. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC