Selecting and Implementing Whole School Improvement Models: A District and School Administrator Perspective

Autor/inn/en	Graczewski, Cheryl; Ruffin, Monya; Shambaugh, Larisa; Therriault, Susan Bowles
Titel	Selecting and Implementing Whole School Improvement Models: A District and School Administrator Perspective
Quelle	In: Journal of Education for Students Placed at Risk, 12 (2007) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824660701247283
Schlagwörter	Educational Research; Improvement Programs; Educational Change; Administrators; Education Service Centers; Educational Improvement; Qualitative Research; School Districts; Data Collection; Classification; Models; Program Implementation; School Administration + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Effizienzsteigerung; Bildungsreform; Education; Service center; Service centers; Service centre; Service centres; Pädagogisches Zentrum; Teaching improvement; Unterrichtsentwicklung; Qualitative Forschung; School district; Schulbezirk; Data capture; Datensammlung; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell
Abstract	As a growing number of schools and districts are found to be underperforming under the requirements of NCLB, school and district administrators are increasingly searching for research-based whole school improvement programs, including comprehensive school reform (CSR) models and education service providers (ESPs), in order to create dramatic changes and improvements within schools. Limited available research on the effectiveness of these models constrains what education consumers know about how a model will meet the unique needs of a particular school. This article reviews the experience of practitioners who have been through the selection and implementation process of whole school improvement models in order to identify emerging themes that education consumers embarking on this process should consider. During the qualitative data collection process for three Comprehensive School Reform Quality (CSRQ) Center reports, CSRQ staff held phone conversations with school and district administrators. The researchers analyzed 86 of these conversations and grouped them into similar topic areas. Common themes emerged for both the selection process and the implementation of whole school improvement models. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10