Case Studies of Schools Receiving School Improvement Grants: Findings after the First Year of Implementation. NCEE 2014-4015

Autor/inn/en	Le Floch, Kerstin Carlson; Birman, Beatrice; O'Day, Jennifer; Hurlburt, Steven; Mercado-Garcia, Diana; Goff, Rose; Manship, Karen; Brown, Seth; Therriault, Susan Bowles; Rosenberg, Linda; Angus, Megan Hague; Hulsey, Lara
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Case Studies of Schools Receiving School Improvement Grants: Findings after the First Year of Implementation. NCEE 2014-4015
Quelle	(2014), (251 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Grants; Educational Improvement; Federal Aid; Teacher Surveys; Educational Environment; Principals; Leadership Styles; Change Strategies; State Aid; School Districts; Stakeholders; Attitude Measures; Low Achievement; Human Capital; Teacher Competencies; Educational Indicators; Educational Finance; Interviews; Focus Groups; Administrators; Students; Parents; Intervention; Institutional Characteristics; Transformational Leadership; Educational Resources; Disadvantaged Schools; Administrator Characteristics; Teacher Characteristics; Expenditure per Student; Budgets; Student Behavior; Program Effectiveness + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Grant; Finanzielle Beihilfe; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Principal; Schulleiter; Führungsstil; Lösungsstrategie; School district; Schulbezirk; Unterdurchschnittliche Leistung; Humankapital; Lehrkunst; Educational indicato; Bildungsindikator; Bildungsfonds; Interviewing; Interviewtechnik; Student; Schüler; Schülerin; Studentin; Eltern; Bildungsmittel; Finanzhaushalt; Student behaviour; Schülerverhalten
Abstract	The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal School Improvement Grants (SIG) over a three-year period (2010-11 to 2012-13 school years). Using site visit, teacher survey, and fiscal data, the case studies describe the school contexts, the principals' leadership styles, the schools' improvement strategies and actions, the supports states and districts provide to the schools, school stakeholders' perceptions of improvement, and how SIG fits into the schools' change process. Findings after the first year of implementation in the 25 "core" sample schools reveal that while all were low-performing, the schools differed in their community and fiscal contexts, performance and reform histories, interpretations of the causes of--and potential solutions for--their performance problems, and perceptions of improvement after the first year of SIG. However, most schools did report that their improvement strategies and actions during the first year of SIG were a continuation of activities or plans that predated SIG, and few schools appeared to have experienced a disruption from past practice as of spring 2011. Five appendices are included: (1) Study of School Turnaround Codebook; (2) Technical Approach to Qualitative Analyses; (3) Analyses of Nonresponse Bias; (4) Classifications Using Survey Data; and (5) Study of School Turnaround Budget Codebook. (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10