Models Matter--The Final Report of the National Longitudinal Evaluation of Comprehensive School Reform

Autor/inn/en	Aladjem, Daniel K.; LeFloch, Kerstin Carlson; Zhang, Yu; Kurki, Anja; Boyle, Andrea; Taylor, James E.; Herrmann, Suzannah; Uekawa, Kazuaki; Thomsen, Kerri; Fashola, Olatokunbo
Institution	American Institutes for Research, Washington, DC.
Titel	Models Matter--The Final Report of the National Longitudinal Evaluation of Comprehensive School Reform
Quelle	(2006), (351 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quasiexperimental Design; Middle Schools; Educational Change; Social Capital; Longitudinal Studies; Program Evaluation; Models; Academic Achievement; Outcomes of Education; Elementary Education; Program Implementation; Educational Environment; Scoring Rubrics; Educational Theories; Educational Improvement; Educational Indicators; Case Studies; National Surveys; School Districts; State Programs; Statistical Analysis; Federal Programs; Program Effectiveness; Educational History; Research Design + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Bildungsreform; Sozialkapital; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme evaluation; Programmevaluation; Analogiemodell; Schulleistung; Lernleistung; Schulerfolg; Elementarunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Scoring formulas; Auswertungsbogen; Educational theory; Theory of education; Bildungstheorie; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Case study; Fallstudie; Case Study; School district; Schulbezirk; Regierungsprogramm; Statistische Analyse; History of education; Bildungsgeschichte; Forschungsdesign
Abstract	The National Longitudinal Evaluation of Comprehensive School Reform (NLECSR) is a quantitative and qualitative study of behavior, decisions, processes, and outcomes. It employs a quasi-experimental design with matched treatment and comparison schools. NLECSR seeks to determine the effects of CSR models on student achievement in about 650 elementary and middle schools (grades 3-8), identifying the components of CSR models that are most effective overall, as well as describing the situations and populations for which specific CSR models are most effective. This report presents the results of a federal study conducted by the American Institutes for Research, which utilized the NLECSR to examine comprehensive school reform (CSR) implementation, its impact on schools, and its progression from adoption to implementation to sustainability. It describes: (1) the birth of school reform, that is, the process whereby schools adopt comprehensive school reform models; (2) the design of and findings from a survey measure of implementation fidelity; (3) changes to the reform process within schools, that is, the process of implementation and the contextual factors affecting implementation; and (4) the sustainability of reform within schools. Important indicators of "school health" are also examined along the way--the relationship between model implementation and student academic achievement as well as the relationship between implementation and social capital. Thus, the metaphor of a life cycle of reform is employed. Findings are organized around the major life cycle phases and major outcomes of school-level reform. A brief review of the research on CSR provides a context for reporting the findings. Appended are: (1) NLECSR Analytic Rubric; (2) Variables and Scales; and (3) Additional Tables of Results. (Contains 27 figures and 44 tables.) (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10