Alternative Rural School Improvement Models: Developmental and Cultural Perspectives.

Autor/inn/en	Sackney, L. E.; Wilson, K. A.
Titel	Alternative Rural School Improvement Models: Developmental and Cultural Perspectives.
Quelle	(1987), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Educational Environment; Educational Improvement; Elementary Secondary Education; Foreign Countries; Improvement Programs; Leadership Training; Management Development; Organizational Climate; Principals; Program Design; Program Effectiveness; Program Implementation; Rural Schools; School Administration; School Effectiveness; Staff Development; Canada + Suchen Sie Ihr Suchwort? Lösungsstrategie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Ausland; Effizienzsteigerung; Führungslehre; Organisationsklima; Principal; Schulleiter; Programme design; Programmaufbau; Programmplanung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schuleffizienz; Personnel development; Personalentwicklung; Kanada
Abstract	Although effective schools research has indicated the need for an added emphasis on increasing student achievement within a satisfying learning climate, the issue of how best to implement this research has been perplexing for both researchers and practitioners. Different approaches are being tried in two rural Saskatchewan school divisions. In Division A (six schools), the project consisted of three main activities: reviewing a set of nine school effectiveness variables; having each school staff use a rating procedure to choose which of the nine factors might be the best starting point for an improvement effort; and explaining a "plan of action" process whereby specific targets, procedures, and responsibilities were developed for whole staff approval before implementation. Reaction to the project was varied, but generally the improvements attempted were satisfactory to the staff. The degree of commitment and leadership were reflected in the success rate. In Division B (15 schools), the basic intention is the improvement of principalship, judged important because of the centrality of the principal's role in building and sustaining the organizational culture of the school. School improvement will then come about through cultural linkages. It is expected that the cultural development approach will yield more successful results, but the results are not yet known. (JMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC