Moving District Reform into Schools: Links between Teachers' Perceptions of District-Wide Reform Efforts, Participation in Professional Activities, and Student Achievement

Autor/inn/en	Scott, Caitlin; Bagaka's, Joshua G.
Titel	Moving District Reform into Schools: Links between Teachers' Perceptions of District-Wide Reform Efforts, Participation in Professional Activities, and Student Achievement
Quelle	In: Planning and Changing, 35 (2004) 1-2, S.69-84 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Standardized Tests; School Restructuring; Urban Schools; Educational Change; School Districts; Professional Development; Teacher Participation; Educational Improvement; Scores + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Schulreformplan; Schulumwandlung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung
Abstract	Scott and Bagaka's examine the connection between teachers' participation in professional collaboration activities and in professional development and their perception of the effectiveness of the district reform efforts. They also determine the extent to which teachers' assessment of the effectiveness of school reform efforts can lead to school improvement in the passage rates on the state standardized tests. Accounts detailing the results of the study are presented. (Contains 2 tables and 1 figure.) (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10