School Improvement by Design: Lessons from a Study of Comprehensive School Reform Programs

Autor/inn/en	Rowan, Brian; Correnti, Richard; Miller, Robert J.; Camburn, Eric M.
Institution	Consortium for Policy Research in Education
Titel	School Improvement by Design: Lessons from a Study of Comprehensive School Reform Programs
Quelle	(2009), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Restructuring; Models; Instructional Improvement; Educational Change; Instructional Effectiveness; Teaching Methods; Educational Improvement; Program Evaluation; Literacy; Improvement Programs; Educational Assessment; Educational Indicators; School Surveys; Program Attitudes; United States + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Analogiemodell; Unterrichtsqualität; Bildungsreform; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Alphabetisierung; Schreib- und Lesefähigkeit; Effizienzsteigerung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; USA
Abstract	This study examined the design, implementation, and instructional effectiveness of three of America's most widely disseminated comprehensive school reform programs (the Accelerated Schools Project, America's Choice, and Successful for All) over a four year period that encompassed the school years 2000-2001 through 2003-2004. The authors' goal in presenting this study of three comprehensive school reform programs is to provide readers with some key insights into the larger workings of design-based school improvement. During the course of the study, data were collected in 115 elementary schools in every region of the United States, with more than 5,300 teachers, 800 school leaders, and 7,500 students and their families participating. The authors' findings suggest that design-based instructional improvement can come in many and varied forms. Their findings also show the benefits of moving beyond highly generalized conceptual frameworks for describing program designs, patterns of instructional management, and specific instructional practices in schools. Third, the authors argue that this study shows the benefits of looking closely at instruction when studying the process of instructional improvement. Finally, the authors argue that the results of "A Study of Instructional Improvement" (SII) confirm the larger "logic model" of school improvement by design that they described earlier in this report. (Contains 1 table, 1 figure, and 3 footnotes.) [This report is a reprint of a chapter that originally appeared as Chapter 49 of the "Handbook of Education Policy Research," edited by Gary Sykes, Barbara Schneider, and David N. Plank and published for the American Educational Research Association by Routledge Publishers in 2009. The reprinted chapter presents key findings from "A Study of Instructional Improvement," a study that was conducted under the auspices of the Consortium for Policy Research in Education and directed by Brian Rowan, David K. Cohen, and Deborah Loewenberg Ball (all at the University of Michigan).] (ERIC).
Anmerkungen	Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10