Literaturnachweis - Detailanzeige
| Autor/inn/en | Horn, Jerry G.; Oliver, Steve; Stufflebeam, Daniel |
|---|---|
| Institution | Western Michigan Univ., Kalamazoo. Evaluation Center. |
| Titel | A Case Study of the Cocke County (TN) School System and Its Role as a Partner in the NSF-Supported Appalachian Rural Systemic Initiative. |
| Quelle | (2000), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Case Studies; Community Characteristics; County School Districts; Educational Assessment; Educational Change; Educational History; Elementary Secondary Education; Local History; Mathematics Education; Professional Development; Rural Schools; Science Education |
| Abstract | This case study examines the history and current circumstances of education in Cocke County (Tennessee) in the context of its participation in the Appalachian Rural Systemic Initiative (ARSI), which aims to improve science and mathematics achievement through systemic reform. Sections of this report describe the county's history, demography, and economic condition; the school system and its involvement with ARSI; and the presence or progress of the National Science Foundation's "six drivers of educational system reform": implementation of standards-based curriculum, supportive policies, convergence of resources to support math and science programs, broad-based parent and community support, improved student achievement, and improved equity of achievement. The county lies against the Smoky Mountains in rural east Tennessee and has a 25 percent poverty rate, relatively low educational attainment, and few desirable employment opportunities for high school graduates. The school system serves approximately 4,500 students in eight K-8 elementary schools, a high school, and a K-12 school. ARSI attempts to build on local efforts to improve math and science education by providing professional development, technical assistance, and connection to "resource collaboratives" at regional universities. The district integrated ARSI activities with its 5-year improvement plan to meet state standards, implement a standards-based curriculum, and address perennially low math scores. Evaluators found moderate evidence of developing success on the six drivers of reform. District staff considered ARSI's professional development to be valuable. There were no consistent improvement trends in average test score gains in math and science. (SV) |
| Anmerkungen | For full text: http://www.wmich.edu/evalctr/rsi/cocke_county.html. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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