Assessing Instructional Reform in San Diego: A Theory-Based Approach

Autor/inn/en	O'Day, Jennifer; Quick, Heather E.
Titel	Assessing Instructional Reform in San Diego: A Theory-Based Approach
Quelle	In: Journal of Education for Students Placed at Risk, 14 (2009) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Instructional Improvement; Educational Change; Instructional Leadership; Teaching Methods; Instructional Innovation; Educational Assessment; Educational Indicators; Change Strategies; Educational Strategies; County School Districts; School Restructuring; Case Studies; Journal Articles; Teacher Surveys; California + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Lösungsstrategie; Lehrstrategie; Schulreformplan; Schulumwandlung; Case study; Fallstudie; Case Study; Journal article; Zeitschriftenaufsatz; Kalifornien
Abstract	This article provides an overview of the approach, methodology, and key findings from a theory-based evaluation of the district-led instructional reform effort in San Diego City Schools, under the leadership of Alan Bersin and Anthony Alvarado, that began in 1998. Beginning with an analysis of the achievement trends in San Diego relative to other California urban districts during this period, we then examine the theory of action that guided the San Diego effort, including the focus on instructional change as the primary means to improve student achievement and on the role of site-based instructional leadership and teacher professional development as central strategies for moving instructional practice. The article outlines the study design and introduces the set of papers in this special issue of "JESPAR." Reviewing key findings and themes across the article, we conclude that although the reform demonstrated that instructional improvement at scale is possible, sustaining that reform may be more elusive. (Contains 3 figures and 5 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10