Literaturnachweis - Detailanzeige
| Autor/in | Howley-Rowe, Caitlin |
|---|---|
| Institution | Appalachia Educational Lab., Charleston, WV. |
| Titel | Evaluation of Quest Elementary School Network Inquiry into Improvement Conference, November 1997. |
| Quelle | (1998), (31 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Change Agents; Change Strategies; Collegiality; Educational Change; Educational Cooperation; Elementary Education; Elementary Schools; Interschool Communication; Listservs; Networks; Parent Participation; Program Evaluation; Regional Cooperation |
| Abstract | As part of its contract to develop a framework for continuous school improvement in its four-state region (Kentucky, Tennessee, Virginia, and West Virginia), Appalachia Educational Laboratory staff designed the Quest project. Based upon principles of inquiry, collaboration, and action research, Quest supports and investigates ongoing school improvement efforts through conferences, visits to participating schools, communication via listserv and mailings, and the creation of a Quest network of schools. The second network conference was held November 2-4, 1997, in Nashville, Tennessee. Teams of teachers, parents, and administrators from each of 11 elementary schools attended, for a total of 48 participants. The conference featured storytelling as a way to think about continuous school improvement. Evaluation data were generated by evaluator participant observation, unstructured interviews, written feedback, quantitative evaluation, and a follow-up survey. Data indicate that the conference's six goals--connect with colleagues, create a learning community, connect with concepts related to continuous school improvement, create personal and shared meaning, commit to continue learning with this community, and commit to continue the Quest back home--were met well, especially connecting with colleagues and committing to continue Quest back home. Follow-up data indicate the conference contributed to participants' fledgling school improvement endeavors, although the listserv did not. At least two participating schools began to support each other. Recommendations are made for improving future conferences. Three appendices present feedback and follow-up forms and the evaluation standards checklist. (Author/TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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