Follow-Up Study of Rural Schools Implementing CSR Programs in the Southwest. Research Report.

Autor/in	Carlson, Robert V.
Institution	Southwest Educational Development Lab., Austin, TX.
Titel	Follow-Up Study of Rural Schools Implementing CSR Programs in the Southwest. Research Report.
Quelle	(2003), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Standards; Administrator Role; Case Studies; Educational Change; Elementary Secondary Education; Faculty Mobility; Geographic Isolation; High Stakes Tests; Low Income; Professional Development; Program Effectiveness; Rural Schools; Small Schools; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Schulleistung; Case study; Fallstudie; Case Study; Bildungsreform; Niedriglohn; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Case studies of five small and isolated rural schools in the Southwest focused on their ability to fully implement Comprehensive School Reform Demonstration (CSR) programs over the 3-year period of their federal grants. Data were gathered via interviews with school personnel, classroom observations, document reviews, and telephone interviews with each school's model developers. Findings indicate that the more prescriptive models received more teacher support, whereas the more open-ended programs appeared more fragile. The elementary models included student monitoring techniques that showed continuous student progress. The more open-ended models, used primarily at the secondary level, did not provide this ongoing feedback. Staff development activities played a significant role in providing teachers with necessary knowledge and skills. Resistance to reform efforts lessened as unsupportive teachers left, but training new teachers was problematic. Administrators played an important role in initiating CSR programs, but leadership became less of an issue as the projects moved forward. Attempts to keep parents informed and supportive of the programs were modest. However, two schools found that uninformed parents were apathetic when it came to providing additional financial resources. State academic standards and mandated exams were a major influence on sustaining teacher attention to student progress. Test results provided an inconclusive picture of the relationship between CSR efforts and student performance. Teachers and consultants attributed greater progress to their students than that reflected in state-mandated tests. The rural context did not negatively influence program implementation. Five appendices present summaries for the five schools. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC