The Learning School Approach and Student Proficiency in ELA and Math: Preliminary Findings. Catalyst Schools Research Study Report

Autor/in	Hammer, Patricia Cahape
Institution	West Virginia Department of Education
Titel	The Learning School Approach and Student Proficiency in ELA and Math: Preliminary Findings. Catalyst Schools Research Study Report
Quelle	(2016), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Education Service Centers; Program Implementation; Faculty Development; Communities of Practice; Program Effectiveness; Mathematics Achievement; Language Arts; Comparative Analysis; Elementary Schools; Academic Achievement; School Effectiveness; West Virginia + Suchen Sie Ihr Suchwort? Education; Service center; Service centers; Service centre; Service centres; Pädagogisches Zentrum; Community; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Elementary school; Grundschule; Volksschule; Schulleistung; Schuleffizienz
Abstract	The Learning School initiative completed its pilot testing in June 2016, with 28 schools, called catalyst schools, taking part. Catalyst schools were located in all eight regional education service agencies (RESAs) and were supported by RESA staff in implementing the Learning School approach. Five schools had been part of the program for 2 years and 23 schools for 1 year. The purpose of the Learning School initiative was to allow greater levels of teacher decision making with regard to their own professional learning in order to meet the learning needs of their students in a model of continuous school improvement. This brief report provides preliminary findings about possible positive associations between the Learning School initiative and student performance in catalyst schools. These findings should be viewed with caution, as they involve a small number of schools after a very brief intervention. Further, research has shown that benefits of a professional development program typically do not become evident in student performance until it has been in place for 2-3 years. Additionally, fidelity of implementation was highly uneven in catalyst schools across the state. [For the Technical Report, see ED569935.] (ERIC).
Anmerkungen	West Virginia Department of Education Office of Research, Accountability, and Data Governance. 1900 Kanawha Boulevard East, Charleston, WV 25305. Tel: 304-558-2546; Web site: http://wvde.state.wv.us/research/reports2016.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01