Systemic Reform. Volume III: Technical Appendix--Research Design and Methodology. Studies of Education Reform.

Autor/inn/en	Goertz, Margaret E.; und weitere
Institution	National Center for Research on Teacher Learning, East Lansing, MI.; Consortium for Policy Research in Education, New Brunswick, NJ.
Titel	Systemic Reform. Volume III: Technical Appendix--Research Design and Methodology. Studies of Education Reform.
Quelle	(1995), (126 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Classroom Techniques; Data Analysis; Data Collection; Educational Change; Educational Policy; Elementary Education; Instructional Improvement; Instructional Innovation; Junior High Schools; Mathematics Instruction; Middle Schools; Organizational Change; Organizational Development; Reading Instruction; Research Design; Research Methodology; School Restructuring; State School District Relationship; Teacher Effectiveness; Writing Instruction + Suchen Sie Ihr Suchwort? Lösungsstrategie; Klassenführung; Auswertung; Data capture; Datensammlung; Bildungsreform; Politics of education; Bildungspolitik; Elementarunterricht; Unterrichtsqualität; Educational Innovation; Bildungsinnovation; Sekundarstufe I; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Organisationswandel; Organisationsentwicklung; Leseunterricht; Forschungsdesign; Research method; Forschungsmethode; Schulreformplan; Schulumwandlung; Staatliches Schulamt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schreibunterricht
Abstract	A relatively systemic approach to education reform emerged in the 1990s as one way of addressing policy fragmentation. This volume, the last in a set of three, describes the research design of a study that sought to: (1) expand knowledge of state approaches to systemic education reform; (2) examine district, school, and teacher responses to state reform policies in a small number of reforming schools and school districts; (3) identify challenges at the state, district, school, and classroom levels to reforming education; (4) examine the capacity of the educational system to support education reform; and (5) provide guidance to policymakers at all levels of the education system as they design and implement education reform policies. The volume describes the study methodology--sample selection, data-collection instruments and activities, qualitative analysis, and quantitative analysis. Research questions focused on the elements of systemic reform, implementation, and capacity. Data were gathered through case studies of 12 schools located in 6 school districts in 3 states undertaking systemic reform--California, Michigan, and Vermont. Data were derived from interviews conducted at the state, district, and school levels; and from a survey of 60 teachers. The content focus was on mathematics in grades K-8 in all three states and on reading in Michigan and on writing in Vermont and California. Appendices contain the interview protocols and teacher questionnaire. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC