The PATS Project and Data-Based School Improvement: A Progress Report of the 1989-90 Pilot Year.

Autor/inn/en	Butler, E. Dean; Alberg, Marty J.
Titel	The PATS Project and Data-Based School Improvement: A Progress Report of the 1989-90 Pilot Year.
Quelle	(1990), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Affiliated Schools; Educational Cooperation; Educational Environment; Educational Improvement; Elementary Secondary Education; Institutional Characteristics; Program Effectiveness; School Effectiveness; School Restructuring; Tennessee + Suchen Sie Ihr Suchwort? Education; cooperation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Schulreformplan; Schulumwandlung
Abstract	The first-year results of a Tennessee partnership to support a data-based school improvement effort, the Positive Attitudes in Tennessee Schools Project (PATS), are summarized in this report. The partnership consists of school-site leadership teams, state department of education personnel, and university faculty. Methodology involved two administrations of the Tennessee School Climate Inventory to 33 out of the 44 participating schools. The instrument was administered to 1,069 teachers, administrators, and professional staff in 19 elementary schools, 5 junior high schools, and 9 senior high schools in the fall of 1989. In spring 1990, the test was administered to 978 individuals, 477 in elementary, 126 in junior high, and 375 in senior high schools. A second survey instrument, the Tennessee Classroom Climate Inventory, was administered to 4th, 7th, and 10th graders, and the Self Concept as Learner Revised instrument was administered to 5th, 8th, and 11th graders, a total sample of over 8,000 students. Finally, project evaluations consisted of interviews with students, teachers, and administrators from 25 sites and questionnaires completed by administrators and teachers. Interview data suggest little faculty and staff involvement in project planning and implementation. Findings indicate increased participant commitment but identify problems in implementation, data collection, and creation of an information system. Selected schools at all three levels reported substantial positive changes, suggesting that school context variables, especially leadership, contribute to variations among individual schools in implementing school climate improvement efforts. Six statistical tables are included. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC