Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools

Autor/inn/en	Blanton, Roy E.; Harmon, Hobart L.
Titel	Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools
Quelle	In: Rural Educator, 26 (2005) 2, S.6-11 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Rural Schools; Poverty; Federal Legislation; Disadvantaged Youth; School Districts; Educational Change; Science Education; Disadvantaged Schools; Grants; Sustainable Development; Educational Improvement; Science Instruction; Mathematics Instruction; Low Achievement; Teacher Salaries; Labor Turnover; Principals; Work Environment; Teamwork; Cooperative Planning; Participative Decision Making; Educational Administration; Instructional Leadership; Data Collection; Needs Assessment; Intervention; North Carolina; South Carolina; Virginia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Bundesrecht; Benachteiligter Jugendlicher; School district; Schulbezirk; Bildungsreform; Naturwissenschaftliche Bildung; Grant; Finanzielle Beihilfe; Nachhaltige Entwicklung; Teaching improvement; Unterrichtsentwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Lehrerbesoldung; Lehrervergütung; Principal; Schulleiter; Arbeitsmilieu; Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Data capture; Datensammlung; Bedarfsermittlung
Abstract	Schools in 47 high-poverty school districts located mostly along the Atlantic Coast of North Carolina, South Carolina, and Virginia may have a head start on new requirements of the No Child Left Behind (NCLB) Act of 2001, thanks to a $6 million grant from the National Science Foundation. Begun in April 2000, the five-year Coastal Rural Systemic Initiative (CRSI) is striving to stimulate sustainable systemic improvements in science and mathematics education in school districts with a long history of low student expectations, persistent poverty, low teacher pay, and high administrator turnover. The CRSI capacity-building model is designed to address issues in rural school districts that traditionally limit the capacity for creating sustainable improvements in math and science programs. A critical action step is that each school district must sign a cooperative agreement to establish Continuous Improvement Teams (CITs) at the district and school levels. These CITs represent a fundamental system capacity-building change in how decisions are made at the school and district levels--a change that is also fundamental to creating lasting improvements in math and science education programs. (Contains 2 figures.) (Author).
Anmerkungen	National Rural Education Association. Rural Educator, University of Nevada, Las Vegas, 4505 Maryland Parkway Box 453002, Las Vegas, NV 89154-3002. Tel: 702-895-3478; Fax: 702-895-3492; e-mail: ruraleducator@ccmail.nevada.edu; Web site: http://www.unlv.edu/journals/ruraleducator/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10