A Model for District and School Reform: The Development of the Reform Readiness Survey

Autor/inn/en	Stokes, Erin; Olivier, Dianne F.
Titel	A Model for District and School Reform: The Development of the Reform Readiness Survey
Quelle	(2017), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Models; School Districts; Educational Change; School Culture; Educational Environment; Teacher Effectiveness; Teacher Surveys; Self Efficacy; Test Construction; Readiness; Construct Validity; Test Reliability; Factor Analysis; Organizational Climate Description Questionnaire; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Analogiemodell; School district; Schulbezirk; Bildungsreform; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Testaufbau; Testreliabilität; Faktorenanalyse
Abstract	Reform is a common tool used by policymakers to increase student achievement. Unfortunately, reform efforts are not always successful. However, researchers have demonstrated that school culture and climate both impact student achievement (Cavanaugh & Dellar, 1997; Cohen, Fege, & Pickeral, 2009; D' Alessandro & Sadh, 1998; MacNeil, Prater, & Busch, 2009; National School Climate Council, 2007; Peterson & Deal, 2009; Stolp, 1994; University-Community Partnerships, Michigan State University, 2004). The overarching question explores the relationships among school culture, school climate, teacher efficacy, and collective efficacy and their impact on reform movements. Secondary questions are: what is similar and contrasting among the constructs; how are the constructs interrelated; and in what ways can these constructs impact school reform efforts? For the purposes of this study, school climate is viewed as a manifestation of school culture, with teacher and collective efficacy as part of the cycle that impacts reform efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01