Literaturnachweis - Detailanzeige
| Autor/in | Howley-Rowe, Caitlin |
|---|---|
| Institution | Appalachia Educational Lab., Charleston, WV. |
| Titel | Evaluation of Quest High School Network Rally, February 1998. |
| Quelle | (1998), (43 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Change Agents; Change Strategies; Collegiality; Educational Change; Educational Cooperation; High Schools; Interschool Communication; Learning Strategies; Listservs; Networks; Program Evaluation; Questionnaires; Regional Cooperation |
| Abstract | As part of its contract to develop a framework for continuous school improvement in its four-state region (Kentucky, Tennessee, Virginia, and West Virginia), Appalachia Educational Laboratory staff designed the Quest project. Based upon principles of inquiry, collaboration, and action research, Quest supports and investigates ongoing school improvement efforts through conferences (renamed rallies), summer symposia, a Scholars program, visits to participating schools, communication via listserv and mailings, and the creation of a Quest network of schools. This report describes and assesses the second high school network rally, convened February 8-10, 1998, at Pipestem State Park, near Bluefield, West Virginia. Teams of students, teachers, parents, and administrators from each of seven high schools attended. A total of 42 participants attended, 16 of whom had participated in the first conference. Evaluation data were generated by evaluator participant observation, unstructured interviews, feedback forms, and pre-rally and follow-up questionnaires. Data indicate that the conference's four goals--reconnect with colleagues, think about student learning, create a creed embodying shared beliefs about student learning, and commit to action--were successfully achieved. Participants appreciated the opportunity to discuss school improvement with colleagues from the region, and most reported that the focus on student learning was useful. Three months later, many participants reported school improvement activities at their schools, but some wrote that their teams had not met since the rally. Recommendations are presented for improving future rallies. Appendices present feedback forms, pre-rally and follow-up questionnaires, and the evaluation standards checklist. Contains 14 references. (Author/TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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