Literaturnachweis - Detailanzeige
| Autor/inn/en | Feldman, Jay; Tung, Rosann |
|---|---|
| Titel | Whole School Reform: How Schools Use the Data-Based Inquiry and Decision Making Process. |
| Quelle | (2001), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Case Studies; Cooperation; Decision Making; Educational Change; Elementary Secondary Education; Instructional Leadership; Partnerships in Education; School Culture; Massachusetts |
| Abstract | This study examined the experiences of six schools that used the process of data-based inquiry and decision making (DBDM) and the effects of this process on their schoolwide practices. The six schools, all in Massachusetts, were studied by the Center for Collaborative Education, an organization that promotes whole school change through collaborative partnerships with schools. DBDM is a process in which school personnel engage in ongoing analysis of data from multilevel sources to provide a comprehensive picture of the school's strengths and challenges and develop a plan to prioritize and address those challenges. Teams from the six schools were followed as they implemented all aspects of DBDM. The case study of one of these schools, which was successful in implementing DBDM, shows the effectiveness of this approach and the inquiry group process used in schools participating in Turning Points, a middle school education reform network. Two examples illustrate the work of the inquiry groups. The evaluation has resulted in some generalizable findings about the DBDM process. In successful DBDM schools, teachers become more reflective about their practices, and the school becomes a more professional culture. Students in these schools are directly and indirectly influenced by the process. DBDM success is facilitated by multiple levels of leadership, the relationship of DBDM to the school's goals, and support from an external source. Implications for the development of an inquiry based school are also discussed. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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