School Improvement Groups Network (SIGN), 7/89-6/90. A Plan To Improve School-Based Decisions.

Autor/inn/en	Goldman, Paul; Dunlap, Diane M.
Titel	School Improvement Groups Network (SIGN), 7/89-6/90. A Plan To Improve School-Based Decisions.
Quelle	(1990), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Collegiality; Educational Cooperation; Educational Improvement; Elementary Secondary Education; Group Discussion; Institutional Cooperation; Instructional Leadership; Networks; Organizational Communication; Program Evaluation; School Based Management; School Effectiveness; School Restructuring; Shared Resources and Services; Teacher Participation + Suchen Sie Ihr Suchwort? Kollegialität; Education; cooperation; Kooperation; Teaching improvement; Unterrichtsentwicklung; Gruppendiskussion; Institute; Co-operation; Cooperation; Institut; Instruction; Leadership; Bildung; Erziehung; Führung; Programme evaluation; Programmevaluation; Schuleffizienz; Schulreformplan; Schulumwandlung; Gemeinwirtschaft
Abstract	This paper presents, describes, and explains the results of Project SIGN (a school improvement groups network) collaboratively conducted by the University of North Carolina at Greensboro and the Camp Lejeune Dependents' Schools during the 1989-90 school year. The collegial, professional in-service program, designed to improve school effectiveness and student outcomes, utilized SIGN teams that included a site administrator, teachers, and representatives from higher education and central education administration. Four schools participated in the project, which was evaluated by case study analysis, interviews, observation, a teacher and principal survey, and document analysis. Findings indicate that each school achieved its goals and that principals improved their leadership strategies. Results included reduced teacher isolation, increased collaboration, and improved instruction. Problem areas involved the roles of the principal, superintendent, and central office. Evaluation of informal outcomes indicates increased participant learning, curriculum improvement, and energizing effects of change. Three tables and examples of program agenda, program activities, and evaluation forms are included. (33 references) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01